Title: The distribution of indirect cost recovery in academic research
Abstract Research universities rely heavily on external funding to advance knowledge and generate economic growth. In the USA, tens of billions of dollars are spent each year on research and development with the federal government contributing over half of these funds. Yet a decline in relative federal funding highlights the role of other funders and their varying contractual terms. Specifically, nonfederal funders provide lower recovery of indirect costs. Using project-level university-sponsored research administrative records from four institutions, we examine indirect cost recovery. We find significant variation in the amount of indirect funding recovered—both across and within funders, as well as to different academic fields within a university. The distribution of sponsors in the overall research funding portfolio also impacts indirect cost recovery. The recovery variation has important implications for the sustainability and cross-subsidization of the university research enterprise. Together, our results show where universities are under-recovering indirect costs. more »« less
As data management and sharing policies have expanded in the federal and private funding spheres, the costs to support institutions and researchers in meeting these expenses for services and infrastructure are not fully understood. A number of higher education organizations are conducting research and developing tactics for cost assessments of infrastructure and services distributed within institutions. This panel will present a snapshot of work recently started at the Federal Demonstration Partnership (FDP), the Council of Government Relations (COGR), and the Association of Research Libraries (ARL) to investigate where public access to research data costs are incurred at an institution, with the goal of assisting universities in defining a strategy for planning for those costs.
Rudzki, Elizabeth N; Kohl, Kevin D
(, Integrative And Comparative Biology)
Synopsis Equity and inclusivity in STEM research has become a larger topic of discussion in recent years; however, researchers and scientists with disabilities and/or chronic illnesses are often missing from these conversations. Further, while field research is a major research component for some STEM disciplines, it is unclear what accessibility barriers or accommodations exist across the field sciences. Field research can sometimes involve harsh environments, topography, and weather that present challenges to those with disabilities and/or chronic illnesses. A large and coinciding obstacle standing in the way of field research accessibility is the ableism present across science and academia, resulting in and from a lack of prioritization of attention and funding from universities and institutions. Biological field stations have been shown to be valuable not only as infrastructure for field-based research, but also as providing resources toward the scientific education of students and scientific outreach initiatives for the general public. As such, biological field stations are perfectly positioned to reduce barriers in research inclusion and accessibility for students and scientists with disabilities and/or chronic illnesses. The current work presents the results of a survey meant to inventory the presence or absence of accessible infrastructure across field stations, with responses spanning six countries and 24 US states. Our results highlight a number of accessibility deficits in areas such as accessible entrances, kitchens, and bathrooms. Our results suggest that (1) biological field stations have significant variability in accessibility with significant deficits, especially in non-public-facing buildings used primarily by staff and researchers, and (2) field stations would benefit from an increase in federal funding opportunities to expedite their progress toward compliance with Americans with Disabilities Act (ADA) standards. We propose potential solutions to field work infrastructure spanning a range of financial costs, with emphasis on the point that efforts toward accessibility do not require an “all-or-nothing” approach, and that any step toward accessibility will make field stations more inclusive. Additionally, we further suggest that federal funding sources, such as the NSF and NIH, as well as university leadership, should consider broadening diversity initiatives to promote the continuation of, and increased accessibility of, university-affiliated field stations.
Katz, Daniel S.; Allen, Gabrielle; Barba, Lorena A.; Berg, Devin R.; Bik, Holly; Boettiger, Carl; Borgman, Christine L.; Brown, C. Titus; Buck, Stuart; Burd, Randy; et al
(, F1000Research)
In the 21st Century, research is increasingly data- and computation-driven. Researchers, funders, and the larger community today emphasize the traits of openness and reproducibility. In March 2017, 13 mostly early-career research leaders who are building their careers around these traits came together with ten university leaders (presidents, vice presidents, and vice provosts), representatives from four funding agencies, and eleven organizers and other stakeholders in an NIH- and NSF-funded one-day, invitation-only workshop titled "Imagining Tomorrow's University." Workshop attendees were charged with launching a new dialog around open research – the current status, opportunities for advancement, and challenges that limit sharing. The workshop examined how the internet-enabled research world has changed, and how universities need to change to adapt commensurately, aiming to understand how universities can and should make themselves competitive and attract the best students, staff, and faculty in this new world. During the workshop, the participants re-imagined scholarship, education, and institutions for an open, networked era, to uncover new opportunities for universities to create value and serve society. They expressed the results of these deliberations as a set of 22 principles of tomorrow's university across six areas: credit and attribution, communities, outreach and engagement, education, preservation and reproducibility, and technologies. Activities that follow on from workshop results take one of three forms. First, since the workshop, a number of workshop authors have further developed and published their white papers to make their reflections and recommendations more concrete. These authors are also conducting efforts to implement these ideas, and to make changes in the university system. Second, we plan to organise a follow-up workshop that focuses on how these principles could be implemented. Third, we believe that the outcomes of this workshop support and are connected with recent theoretical work on the position and future of open knowledge institutions.
In this session, we will consider how to use place-based data to build your case to sponsors for funding research at your institution, particularly for sponsors who operate on the national or international scale. The setting of your institution—the communities it developed in, the region where it operates, and the people it reaches and serves—is key for conveying its unique capacities and potentials, and for making sponsors eager to bring you into their funding portfolio. How can data help you introduce yourself as an institution and tell your story in geographical and economic context? In this session we will explore US Census data, other federal data hubs, and research and reporting from organizations such as the Pew Research Center or the National Bureau of Economic Research (NBER). We will cover the benefits and challenges of working with raw data; identify suitable data types for certain purposes, such as diversity and equity issues; and consider what kinds of data and presentations are most compelling to different types of funders. With greater awareness of what data and tools are available, you can “put yourself on the map” and paint a vivid picture of your community for prospective funders. Presented at the 2024 Research Analytics Summit in Albuquerque, NM
Many colleges and universities are increasingly relying on grant funding to supplement their efforts to educate and support their growing diverse student populations. Mercy University has a long history of preparing excellent teachers and educational professionals. This article explores how the School of Education at Mercy University has secured and employed federal, state, and local grants to not only strengthen their endeavors to prepare future educators, but to drive innovative change through unique programming and mentoring support.
Graddy-Reed, Alexandra, Feldman, Maryann, Bercovitz, Janet, and Langford, W. Scott. The distribution of indirect cost recovery in academic research. Retrieved from https://par.nsf.gov/biblio/10304467. Science and Public Policy 48.3 Web. doi:10.1093/scipol/scab004.
Graddy-Reed, Alexandra, Feldman, Maryann, Bercovitz, Janet, & Langford, W. Scott. The distribution of indirect cost recovery in academic research. Science and Public Policy, 48 (3). Retrieved from https://par.nsf.gov/biblio/10304467. https://doi.org/10.1093/scipol/scab004
Graddy-Reed, Alexandra, Feldman, Maryann, Bercovitz, Janet, and Langford, W. Scott.
"The distribution of indirect cost recovery in academic research". Science and Public Policy 48 (3). Country unknown/Code not available. https://doi.org/10.1093/scipol/scab004.https://par.nsf.gov/biblio/10304467.
@article{osti_10304467,
place = {Country unknown/Code not available},
title = {The distribution of indirect cost recovery in academic research},
url = {https://par.nsf.gov/biblio/10304467},
DOI = {10.1093/scipol/scab004},
abstractNote = {Abstract Research universities rely heavily on external funding to advance knowledge and generate economic growth. In the USA, tens of billions of dollars are spent each year on research and development with the federal government contributing over half of these funds. Yet a decline in relative federal funding highlights the role of other funders and their varying contractual terms. Specifically, nonfederal funders provide lower recovery of indirect costs. Using project-level university-sponsored research administrative records from four institutions, we examine indirect cost recovery. We find significant variation in the amount of indirect funding recovered—both across and within funders, as well as to different academic fields within a university. The distribution of sponsors in the overall research funding portfolio also impacts indirect cost recovery. The recovery variation has important implications for the sustainability and cross-subsidization of the university research enterprise. Together, our results show where universities are under-recovering indirect costs.},
journal = {Science and Public Policy},
volume = {48},
number = {3},
author = {Graddy-Reed, Alexandra and Feldman, Maryann and Bercovitz, Janet and Langford, W. Scott},
}
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