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Starting in the late 1950s with the creation of the National Council of University Research Administrators (NCURA), followed by the formation of other professional organisations both in the USA and Europe, there was a growing sense that research management was indeed a profession. One goal was the creation of professional standards that would lead to a standard training curriculum and, ultimately, a professional credential, and there have been many attempts at developing research administration certification. Now, in the US, accreditation through the Research Administrators Certification Council (RACC) exam has become ubiquitous, whereas in other parts of the world, certification by portfolio is more common. This chapter will compare and contrast the salient features of certification, certificates, and degree programs in research administration and review their development and growth over the past 30 years. The chapter will discuss their relative merits and how they work to advance the profession of research administration.

This chapter compares research management and administration (RMA) associations worldwide and the existing professional development frameworks (PDFs) for RMAs. The comparison is based on a study of 22 national, European Union (EU), and international RMA associations/networks which was carried out between April and June 2020 and revised in 2022; it aims at providing a comprehensive overview of skills and competences of RMAs as a profession to enable worldwide benchmarking and analysis.

The benchmarking analysis could provide useful information for those working on the development of professional frameworks training targeted at RMAs, or the recognition of RMA as a profession.

The Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.

Results of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.

Participants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.

The objective of the paper is to explore and evaluate practical accounting education to find its weaknesses and suggest avenues to build strengths which will provide the market with effective accountants from the universities (the primary source of accountants).

The study uses semi-structured interviews to understand and extract the study problem and build the questionnaire; the final step is to analyse and interpret the questionnaire results based on structured interviews, dividing the research community into professors and market elements, business managers and university graduates.

The market has provided a negative evaluation of practical education. Reasons include a shortage of instructors with professional experience; curriculums that lack the topic of professional and ethical skills; and internships if provided, with unsatisfactory results. The study suggests accounting simulation labs as a reasonable substitution for the placement year (internship) if the labs are qualified and the internship results unsatisfactory.

This article is based on a multiregional research community, making results transferable to any country that faces a lack of professional accounting education. The applied evaluation method is capable of use by any other field in the business industry since accounting is part of this industry.

Present article seeks to analyze the impact of training programmes on the professional development skills of the academics working primarily at the Regional Centers of Indira Gandhi National Open University spread across the country. Article also seeks to analyze how the issues pertaining to the academics which include educational, administration, student support, supervision and maintenance of study centers. monitoring, staff development, survey and research activities, development of self instructional material, admission, examination, teleconferencing, interactive radio counseling, gyanvani, tele-learning center activities, maintenance of database, financial and administrative matters were taken up while imparting training. Interrelationship among the variables was also analyzed in order to asses the impact one variable on the other variables by using regression technique, i.e while dealing with the issues pertaining to educational administration the impact of training on monitoring was also assessed.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

India is the first country to have mandated compulsory corporate social responsibility (CSR) spends through changes in its legislative framework. Focus has thus shifted from the “why” to the “how” of CSR and, therefore, a shift in the “locus” of CSR responsibility from the “influencer” chief executive officer toward the “implementer” CSR professionals. The purpose of this paper is to study the role of management education in developing individual competencies among the implementers and impacting effective CSR implementation.

This paper, using a case study design, studies the role of management education in developing individual competencies among the implementers and impacting effective CSR implementation. Building on theoretical frameworks, this paper carries out an exploratory research of an Indian business school’s management education program for development practitioners. It uses qualitative inputs gathered from relevant stakeholders of the program to understand the role of management education in facilitating the paradigm shift in CSR in the Indian context.

The paper finds that the program has impacted outcomes at three levels, namely through developing key individual CSR-related competencies; impacting participants’ professional performance; and organizational impact in effective CSR implementation.

The case study provides a roadmap to business schools for designing and implementing programs for CSR professionals.

Extant research in the Indian context is silent on key competencies required for CSR implementation and also on the role of management education in developing the same. Such competencies can ensure the efficiency of the expected large CSR spends by private corporates under the new legal requirements and alter the country’s social development path.

Human resource development (HRD) has been considered in enhancing organisational operations as human resources are vital for organisational performance. This study aims to examine the role of HRD on the effectiveness of public procurement in Tanzania.

This study employed a cross-sectional research design under which data was collected from 168 procurement professionals in Dodoma city, Tanzania. Structural equation modelling (SEM) was employed to analyse the collected data and examine the structural relationships between HRD and the effectiveness of public procurement in Tanzania.

The findings revealed that all the variables of human resource development; career development, training and performance appraisal, are statistically significant and positively related to the effectiveness of public procurement. Therefore, the findings reveal that career development, training and performance appraisal as HRD practices play an important role in enhancing the effectiveness of public procurement in the surveyed public procuring organisations in Tanzania.

This current study divides HRD into three main practices: career development, training and performance appraisal. This limits the study's applicability to other HRD practices that organisations may institutionalize to public procurement professionals who work in various public organisations in Tanzania.

This paper integrates the concept of HRD and public procurement effectiveness. Therefore, the study adds value to the literature on human resource management and public procurement management.

The chapter aims to provide an overview of organisational structures in Research Management and Administration (RMA); in doing so, the chapter moves from explaining main sources of knowledge – broadly on HE Management (HEM) and specifically on RMA – to assessing institutionalisation and maturity level of the profession.

Understanding these forms of knowledge will help readers design research support services and develop a competency/career development plan.

Additionally, the chapter aims to call for individuals and institutions to engage with the varied forms of knowledge associated with different phases of a research project life cycle (RPLC). The goal is to raise individual awareness while helping countries improve their RMA maturity.