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This final chapter, presented by the book’s three Editors, provides a reflection and discussion of the key findings presented throughout the book. First, it delves into the book’s vision and the process of creation. The findings in the book affirm the continuous growth of the field, highlight the diverse nature of the RMA landscape, and reveal the substantial variation in the status of the profession and the availability of data among regions and countries. To understand the unique features of the RMA profession from multitude of angles and in each country’s context, the Editors emphasize the importance of inviting authors to share their perspectives in their own voices and styles, which became central to the book’s mission. Second, this chapter presents discussions on pivotal findings in four areas: (1) growth of the RMA profession in specific countries and regions, (2) crucial contribution of professional associations to advancing RMA, (3) essential soft skills for RMAs and promotion of diversity, equity, and inclusion, and (4) advancing RMA through increasing training and capacity-building initiatives. This chapter also alludes to potential policy implications and concludes with the Editors’ hope that the book serves as a catalyst for further exploration of the RMA field and RMA professions.

This chapter delves into the evolving identity of professionals within the field of research management and administration (RMA), examining the shifts in their roles and expectations in the changing landscape in higher education. After the introductory section, Section 2 offers a conceptual framework that emphasises identity as a dynamic process rather than a static concept. This framework sheds light on the changing roles and expectations that define the RMA profession. In Section 3, we explore the contextual backdrop of shifting expectations surrounding RMA roles while stressing the importance of recognizing the multiplicity of identities to comprehend the nuances of the RMA profession. Section 4 analyzes empirical data and explore the diverse pathways that lead individuals into the RMA profession. We uncover that a notable proportion of RMAs possess scientific training and research experience and highlight the complexities surrounding the identity of RMAs with doctoral training (DRMAs). Lastly, Section 5 discusses key observations that yield valuable insights for future research on the evolving professional identity of RMAs. We emphasise that, through self-exploration and introspection, practitioners in the field can contribute to a deeper understanding of their roles and actively shape their professional identity.

This chapter examines various definitions and perceptions of Research Management and Administration (RMA) from individuals both from within and outside the profession to gain a wider understanding of this field. These definitions and perceptions are expected to trigger reflections on where the boundaries of the profession are more likely to be.

To do so, the authors utilise a mixed method that begins with a discussion of different definitions of RMA. Next, we move from conceptualisation to action and engage the reader by presenting empirical insights from an analysis of specific training programmes within RMA, shedding light on the profession’s distinctive features from an insider’s perspective. Lastly, we delve into the case study of the project foRMAtion, a training program that introduces RMAs as the ‘Professionals at the Interface of Science.’ This case study allows us to explore how individuals outside the RMA profession, such as teachers and students participating in its training courses, perceive and understand RMA.

This chapter provides first insights into identities and communities of educational staff in one of the largest, multi-campus universities in Italy. This group of managers refers to those supporting teaching and learning in the light of emerging demands from the European strategy for universities which is positioning education at the frontline in today’s higher education institutions (HEIs).

These insights are compared with common issues surveyed among research managers and administrators (RMAs) working in the same as well as in other international HEIs using Evans’ ‘restricted’ and ‘extended’ models of professionalism.

Among findings, educational managers (EM) show awareness of their identity only as ‘professionals’ while RMAs may feel like ‘hybrid’ profiles. Unlike RMAs, EM report not having a strong sense of belonging to one community but feeling like they belong to a plethora of groups. In conclusion, there are no dominant ‘extended’ or ‘restricted’ traits for any of the two groups and they have both these attitudes to a certain extent as the results of this chapter will further explain.

This chapter explores the results of an international survey (RAAAP-2) to provide global insight into research management and administration (RMA) as a relatively new field of investigation within the area of higher education management (HEM). Building on that extensive survey, the purpose of this chapter is to investigate qualitatively how and why people become and remain research managers and administrators, focussing primarily on their skills, roles, and career paths.

Findings from the analysis confirm that a career in RMA is rarely an intentional choice and can be described as labyrinthine, which could be even compared and contrasted with a concertine academic career described by Whitchurch et al. (2021). While conclusions confirm the gender implications of the profession, which is overall highly ‘female’; further conclusion sheds light on RMAs across regions and suggests how this varied ecosystem could even undermine the recognition of RMA as a profession.

The aim of this chapter is to describe a four-type model of organisational structures and to discuss two cases, Embrapa and the Brazilian Agricultural Research Corporation, as well as additional cases at SAM-Research and the centre for shared medical support services established at the University of Bologna.

These cases should help readers understand the importance of designing distinctive, tailored-made support services while keeping these structures flexible for further adaptation under unforeseen changes.

The chapter concludes by stressing the role of institutions to steadily invest in the design of these tailored support structures and in personalised training for their support staff.