Managing Construction Research at Universities

This paper provides suggestions on how to manage a construction graduate research program. It is written from the perspective of a major research institution where faculty members must balance their commitments to undergraduate and graduate teaching, advising, research, and continuing education. The paper presents a pragmatic view of the writers' 31 years of experience in university teaching and research. The paper describes important factors that affect faculty productivity in scholarly activities. Specific topical areas are the involvement in the undergraduate program, graduate program course‐work, and the number of graduate students. Suggestions for controlling the graduate program are made relative to its size, admission policy, thesis and report requirements, and the mix between master's and doctoral candidates. The process of maturing into a quality research is outlined as a two‐phase process. Early in one's career, breadth of exposure and collaboration with others is important. Maintaining quality is of paramount importance. In midcareer, depth in research is a desired goal. The maturing process is accompanied by the future development of research skills and in‐depth knowledge of a literature. In initiating a new research initiative, the feasibility needs to be established. Begging and borrowing are essential skills.