Replicable Strategies for Advancing Proposal Development Capacity in Teaching-focused Institutions

Replicable Strategies for Advancing Proposal Development Capacity in Teaching-focused Institutions

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Academic Unit

College of Education and Human Development

Publication Date

2019

Document Type

Article

Abstract

A common grievance heard from higher-education grant professionals is that faculty do not prepare a sufficient number of grant proposals to meet institutional goals. Likewise, faculty who are concerned about their teaching and publication goals often do not prioritize grant proposal writing. Furthermore, the structure of faculty duties in most universities does not provide free time or adequate support for them to research and craft grant proposals. This scenario is especially problematic at community, liberal arts, and teaching colleges where the faculty may not be required to produce successful grant proposals for tenure status. Grant professionals must address this and many other challenges when looking to increase grant submissions from faculty. Federal grant projects may span several years and require a substantial amount of effort while affording applicants only a few weeks to complete a proposal. Time pressure is especially problematic for teaching faculty, who have substantially more classes than ever, but are asked to develop proposals. Ultimately, if university administrators expect revenue streams from faculty grants, grant professionals must have an action plan to support and motivate faculty. By analyzing the experience of one teaching-focused university, this article presents such strategies for the grant professional, particularly those at teaching and community colleges where previous literature has not addressed their unique needs and challenges.

Journal Title

Journal of the Grant Professionals Association

Volume

17

Issue

1

Beginning Page Number

11

Last Page Number

24

Replicable Strategies for Advancing Proposal Development Capacity in Teaching-focused Institutions

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