Everyone's mentor: perceptions of research administrators on the value of certification.

Delimitations and Limitations

The study is delimited to research administrators based in the Southeastern region of the United States as defined by the National Council of University Research Administrators (NCURA). This sample population was selected because the author is well known in this region due to previously held leadership positions attained as a result of membership voting, presentations made at various meetings, and participation in numerous other activities involving regional membership. It was anticipated that response rate to the survey administered would likely yield the best results if the aforementioned population was utilized. An additional delimitation pertains to the half of the sample population that has achieved certification because in order to be included in the study the Certified Research Administrator (CRA) must have achieved certification prior to February 1, 2005.

This study is limited since it is assumed respondents will answer the survey questions honestly. Furthermore, the accuracy and currency of the records obtained from the NCURA, SRA, and RACC could not be controlled.

Introduction

Certification programs are designed to confirm that individuals in a given profession possess the fundamental knowledge necessary to serve their employer and profession in the best possible manner. Gilley and Galbraith (1986) define certification as the process by which a professional organization or an independent external agency recognizes the competence of individual practitioners.

There is often a great deal of confusion associated with the term certification. For example, Bratton and Hildebrand (1980) emphasize that professional certification should not be confused with teacher education certification because the term teacher certification is a misnomer. Instead, it is a licensing mechanism regulated by a local body. Since teachers are required to hold a valid certificate in order to teach in the public school system, the teacher education certification is, in reality, a license to teach. Parker and Smith (2004) report that processes established for certifying and licensing practitioners share important credentialing related commonalities, but the primary difference often misunderstood is that licensure is mandatory and certification is voluntary. Galbraith and Gilley (1985) contend this confusion biases many educators regarding the certification issue and narrows the examination and discussion of professional certification. Penland (1982) asserts that this confusion has resulted in misunderstanding and frustration on the part of those concerned with the topic of professional certification and has impeded communication. Galbraith and Gilley (1985) maintain that certification, licensure, and accreditation each attempt to regulate the measurement of competencies, however; the methodology, population, and purposes of regulations differ. For example, in McCue (2003), Schoon and Smith indicated that licensure is the granting of a license by a governmental body to practice a profession, while certification is thought of as a means of promoting achievement within a discipline. Certification is not a property right to practice a profession; instead, it is a voluntary achieved standard of excellence for an individual.

According to Bratton and Hildebrand (1980) certification is often perceived as being the same as accreditation and licensure. Distinctions between certification, accreditation, and licensure need to be recognized in order to place professional certification in correct context and avoid confusion in use of terminology. The following table provided by Bratton and Hildebrand (1980) offers a succinct comparison of accreditation, licensure, and certification.

Introduction

Bratton and Hildebrand (1980) offer the following definitions to help clarify the distinctions between certification, accreditation, and licensure.

Certification--the process by which a professional organization or an independent external agency recognizes the competence of individual practitioners.

Accreditation--the process whereby an agency or an association grants public recognition to a school, college, or university, or specialized study program that meets certain predetermined qualifications or standards.

Licensure--a mandatory legal requirement for certain professions in order to protect the public from incompetent practitioners. Licensing procedures are generally established or implemented by a political governing body that prescribes practice without a license.

According to various authors (Bratton & Hildebrand, 1980; Mason, 1984; Galbraith & Gilley, 1986; McCue, 2003) certification is a voluntary achieved standard of excellence for an individual practitioner recognized by a peer group. The focus of this study falls under this category of credentialing identified in the literature as professional certification.

The Research Administrators Certification Council (RACC) was formed in conjunction with the Society of Research Administrators International (SRA) in 1993 with the primary purpose of certifying that an individual, through experience and testing, has the fundamental knowledge necessary to be a professional research or sponsored programs administrator (Research Administrators Certification Council, 2004). Since the RACC was formed in 1993, 501 research administration professionals have achieved certification (Research Administrators Certification Council).

This study sought to determine whether those who have attained the Certificate in Research Administration (CRA) perceive a benefit to their careers and why most research administrators do not attempt certification. The primary research question studied is concerned with the relationship between perceived value of the CRA to research administration professionals and demographic characteristics. Five research questions guided the investigation.

Statement of the Problem

The value of certification in the field of research administration is not known. Research administration professionals do not know whether certification has benefited the careers of those who have achieved it, or why most research administrators do not attempt certification. The primary focus of the study was concerned with the relationship between perceived value of the Certificate in Research Administration (CRA) to research administration professionals and demographic characteristics.

Methodology

An Internet-based survey instrument was developed to collect data from certified research administrators (CRAs) and non-certified research administrators. The survey collected demographic information to help describe the relationship between the demographic characteristics of the population and perception of value. A pilot study was conducted to determine the survey instrument's work under realistic conditions. The survey instrument was then distributed via an electronic mail notification and included a link to an Internet site where the survey could be completed online. Three electronic mail requests followed by personal telephone calls to those who did not respond to the electronic mail requests resulted in a return of 230 usable surveys or an 83% rate of return.

The primary focus of the study was concerned with the relationship between perceived value of the Certificate in Research Administration (CRA) to research administration professionals and demographic characteristics.

Population and Sample

The population of respondents for this study included research administrators based in the Southeastern region of the National Council of University Research Administrators (NCURA). According to the NCURA (2005), 1,101 members are based in the Southeastern region.

A list of 501 research administrators who have achieved certification was obtained from the Research Administrators Certification Council (RACC), and the list revealed that 147 of the research administrators who have achieved certification are from the Southeastern region of the NCURA. These 147 individuals were selected to represent half of the overall sample population for this study. The other half of the sample population was randomly selected from a list of non-certified members based in the Southeastern region.

The list of certified research administrators provided by the RACC only included the names, affiliation, and city of the individuals. In order to obtain complete contact information for the certified research administrators, further research was necessary as RACC did not readily provide complete contact information upon request. NCURA and SRA membership databases were utilized in an attempt to find complete contact information for the 147 certified research administrators based in the Southeast region of the NCURA. A search of these two sources revealed contact information for 84 of the 147 certified research administrators based in the Southeast region of NCURA. A search of university Web sites provided the necessary contact information for 34 additional individuals. Contact information for the remaining 29 individuals was obtained through Internet searches, telephone calls, and through contacting individuals known to the researcher who were affiliated with the same organization as the CRA. Contact information was verified, edited, and resulted in a final count of 134 certified research administrators based in the Southeast region of NCURA.