social work research centres: potential and pitfalls

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SOCIAL WORK RESEARCH CENTRES: Potential and Pitfalls Author(s): Gary Cameron Source: Canadian Social Work Review / Revue canadienne de service social, Vol. 5 (Winter/hiver 1988), pp. 126-137 Published by: Canadian Association for Social Work Education (CASWE) Stable URL: http://www.jstor.org/stable/41669251 . Accessed: 14/06/2014 12:07 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . Canadian Association for Social Work Education (CASWE) is collaborating with JSTOR to digitize, preserve and extend access to Canadian Social Work Review / Revue canadienne de service social. http://www.jstor.org This content downloaded from 91.229.229.13 on Sat, 14 Jun 2014 12:07:15 PM All use subject to JSTOR Terms and Conditions

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Page 1: SOCIAL WORK RESEARCH CENTRES: Potential and Pitfalls

SOCIAL WORK RESEARCH CENTRES: Potential and PitfallsAuthor(s): Gary CameronSource: Canadian Social Work Review / Revue canadienne de service social, Vol. 5(Winter/hiver 1988), pp. 126-137Published by: Canadian Association for Social Work Education (CASWE)Stable URL: http://www.jstor.org/stable/41669251 .

Accessed: 14/06/2014 12:07

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

Canadian Association for Social Work Education (CASWE) is collaborating with JSTOR to digitize, preserveand extend access to Canadian Social Work Review / Revue canadienne de service social.

http://www.jstor.org

This content downloaded from 91.229.229.13 on Sat, 14 Jun 2014 12:07:15 PMAll use subject to JSTOR Terms and Conditions

Page 2: SOCIAL WORK RESEARCH CENTRES: Potential and Pitfalls

SOCIAL WORK RESEARCH

CENTRES

Potential and Pitfalls

Gary Cameron

SEVERAL CANADIAN SCHOOLS of social work are developing their own social work research centres, and a number of other schools are actively considering the prospect. These new centres have an uncertain and ambivalent relationship with their sponsoring schools of social work, and it has not been uncommon for such centres to remain as "somewhat fragile and underdeveloped institu- tions. "Un order to manage these inherent difficulties, they need to be recognized. A number of choices must be made regarding the sup- port the founding school of social work and the university will provide for the social work research centre. While there is no way to guaran- tee success, avoidance of these decisions may very well predetermine the research centre's failure.2

The incentive for this article comes from the author's experience as director of the Centre for Social Welfare Studies at the Faculty of Social Work, Wilfrid Laurier University. The problems and issues confronted in this undertaking are compared with the experiences of others, as reported in the literature on social science and social work research centres. While no claim can be made about the formal generalizability of the patterns identified in this investigation, the issues highlighted here are presented as typical of the challenge of developing a social work research centre in a university setting. Nonetheless, a worthwhile future project would be to document systematically the Canadian experiences in building social work re- search centres and to disseminate this information within the social welfare community.3

An overarching theme in this discussion is that it is alto- gether too easy to underestimate the difficulty and the magnitude of the task of building a viable social work research centre at a university. An analogy of accepting this challenge - albeit an insuffi-

Gary Cameron is director of the Centre for Social Welfare Studies in the Faculty of Social Work at Wilfrid Laurier University.

Canadian Social Work Review Volume 5 (Winter) / Revue canadienne de service social volume 5 (hiver) Printed in Canada / Imprimé au Canada

126

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Canadian Social Work Review Volume 5 (Winter) 127

cient comparison - might be traversing the webs of several spiders. While there are several paths across the webs, it is quite possible, perhaps even probable, that one will make a wrong turn, get stuck, or be devoured along the way. The chances of a successful journey depend on how we prepare, what we bring along, and what choices we make early in our adventure.

Rationale for establishing university research centres Social science research institutes have been proliferating in North American universities over the past two decades, and public interest in university research institutes is increasing in Canada.4 For exam- ple, there were 17 official research centres at McGill University in 1960, 33 in 1970, and 67 in 1985.5 University research centres are being proposed as vehicles that can overcome rigidities in university structures and foster new co-operation with institutions outside the university.

The organization of university departments by academic discipline provides little incentive for the development of cross-disciplinary research projects. Research centres are described as flexible struc- tures able to undertake innovative projects that bring together qual- ified people with diverse backgrounds, from inside and outside the university. In addition, these university research centres are intended to have the autonomy and the resources to be able to compete successfully for major contract research grants and to become in- volved in large joint projects with external organizations -

undertakings often beyond the capability of individual academics or university departments.6

Social work research centres are often promoted as being capable of creating a higher research profile for schools of social work in their communities. They are intended to increase the amount of research and publishing done by social work faculty. The centres are also expected to provide technical consultation and staff support to faculty and to foster the development of competitive research proposals suitable for more ambitious projects. A desire to bring more substan- tial research funding to the university has been an important motiva- tion for the creation of many university research centres.

Research centres are often conceived of as centres of excellence, with the objective of developing one or more publicly recognized areas of expertise.7 The idea is that the development of coherent research agendas will translate into more money for research and an augmented ability to attract qualified scholars and researchers to the university.

A common argument for the creation of social science and social work research institutes has been their potential for improving

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graduate education and research training.8 More and larger research projects are expected to provide graduate students with hands-on experience in writing proposals and doing research. The substantive knowledge and research expertise resulting from the centres' projects are also seen as valuable additions to classroom teaching.

Generally, the proponents of university-sponsored research centres have been enthusiastic. The Social Sciences and Humanities Research Council exemplified this optimism in its most recent five- year plan:

. . . research institutes have often been credited with much of the world class research output and have therefore become the subject of specialized programs in a number of countries . . . institutes provide an effective environment for the production and communication of research. The consolidation of compe- tence with specific fields leads to mutual reinforcement and consultation, spin-off of creative ideas and cooperation rather than duplication. Because of their multi-disciplinary nature and problem-oriented focus, they provide society with an infrastruc- ture of expertise.9

Performance of social work research centres While the literature describing the performance of social work and social science research centres is limited, several patterns of be- haviour are consistent across these reported experiences. When centres have received sufficient personnel and budget support, they have been credited with increasing the rates of faculty research and publication.10 For example, the Social Sciences and Humanities Research Council reports that the Centre on Aging at the University of Manitoba "with the aid of a grant of $100,000 and a professional staff of three . . . has (over two years) produced 24 publications and raised almost a million dollars of outside support."11 Our experience at the Centre for Social Welfare Studies would support the conten- tion that research centres can have a substantial and positive impact on the frequency and importance of faculty research initiatives and publishing. Yet, it is apparently very difficult to achieve and sustain this level of productivity, and reportedly many institutes survive only in "skeletal form."12

In his survey of 23 social work research centres in 19 American states, Richard Estes concluded that they had not been able to attract research budgets comparable to the leading social science research institutes:

... S.W.R.C.S are not well-financed operations. Centers are confronting a complex set of financial and budgetary problems. At the present time, no centers appear to possess the financial resources needed to fully implement their research capabili-

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ties .... Most S.W.R.C.S cannot exist without the financial and other material subsidies provided by their sponsoring institution and few possess the resources to undertake unfinanced research of other than a short-term or low-cost nature. 13

It seems evident that social work research centres require an initial investment of an enormous amount of time and energy. Most impor- tantly, there is reason to believe that Canadian social work research centres cannot reasonably be expected to continually raise their entire operating budgets and to no longer require materiel and personnel support from their sponsoring universities.

Most social work research centres have developed diverse re- search agendas. 14 Actual research has depended upon the interests of individual faculty and centre personnel and upon the availability of funding for projects. Without stable and adequate reserves to invest in the pilot studies and in the proposals required to develop their own research agendas, social work research centres will often be under irresistible pressure to acquire research budgets quickly and to pursue whatever grants are available.

Relationships between faculty and the social work research centre are of fundamental importance to a university-sponsored centre. However, faculty/centre co-operation has been a cause for concern in many social science and social work research institutes. Descrip- tions of faculty attitudes towards participation in research centre activities have ranged from indifferent, to ambivalent, to openly hostile and competitive.15 Certainly, securing substantive faculty co- operation has been a difficult and persistent challenge at the Centre for Social Welfare Studies.

Challenges in developing social work research centres While the benefits accruing to a school of social work or to a university from a successful social work research institute are likely to be sub- stantial, few schools or universities have been prepared or able to provide the supports required for the proper development of such a research centre. We will discuss a range of important issues that need to be addressed in creating a viable research centre and try to identify the choices that have to be made.

Status within the university Research centres are neither fish nor fowl within universities. Neither are they fully integrated into the sponsoring universities, nor do they have the autonomy of private research organizations.16 In addition, research centres often begin without a clarification of the legitimacy of their activities in the academic community. Some centre work can be vulnerable to the criticism that it is academic capitalism and contrary

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to the norms of scholarship.17 Social work research centres usually must engage in contract research or research of an applied nature, and questions are still common about whether this research is as meritorious as more traditional academic peer-reviewed research projects and publications. For the encouragement of social work research centres, it will be important that the sponsoring university establish and publicize peer-supported policies that recognize this applied work in considerations of tenure, promotion, and merit awards. 18

Research centre personnel must invest a great deal of time in securing grants. Yet time spent pursuing contracts is time taken away from teaching and publishing, or otherwise earning academic brownie points. These efforts at project and centre development also need to be recognized and rewarded by the university.

Universities' missions have traditionally recognized teaching, scholarship, and public service.19 However, formal acceptance into the academic community has been closely tied to teaching responsi- bility. Full-time faculty are hired in proportion to student enrolment, and only these people have access to tenure and to university sup- ports for scholarship. Research centre employees primarily serve the university's objectives of research and public service. As a result, they have usually been denied "rights for maternity leave, for study leave, for conference leave, for financial assistance to attend conferences or to undertake personal research, and so on."20 These limitations are likely to make it more difficult for research centres to attract and keep good quality personnel.

Schools of social work and universities could make several choices that would help to ameliorate these difficulties. The research centre's contributions to research project development and public service could be legitimized as part of the core functions of the sponsoring school of social work. This would entitle the social work research centre to similar considerations in terms of faculty, staff, and materiel allocations as other core functions of the school such as field place- ments, admissions, or continuing education. Such a decision would also provide badly needed stability to the social work research cen- tre's operations.

Creating formal procedures for social work and other faculty to apply for joint appointments to the research centre, for limited terms and in relation to specific projects, would be helpful in the develop- ment and operation of the research centre. To date, most schools of social work and universities seem to be unable to make this type of commitment to their research centres. The argument currently being made for the creation of distinguished chairs, with attached research budgets, at centres of excellence in Ontario universities is recognition

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of the need for ongoing investment in research centres, if they are to have any chance of attaining desired standards of excellence.21

Budgets of research centres Social work research centres will require several years of lead time to build the network of relationships, acquire the public reputation, and develop the infrastructure necessary to attract large research projects with any regularity.22 During this development period, the centres need real dollar commitments from their sponsoring universities and schools of social work. Without a minimum of a full-time director and seed money to invest in project development, a social work research centre's chances of long-term success will be compromised.

A number of Canadian schools of social work have applied for external research group development grants for their social work research centres. While such grants may be extremely valuable in assisting the development of social work research centres, they are not likely to create permanent long-term solutions to the research centres' problems of budget stability and adequacy. It is not hard to find examples of social science and social work research centres that have functioned well with this type of support, but were unable to sustain their operations after the termination of the short-term de- velopment grant. Apparently, many university research centres need to acquire stable operating budgets in addition to their project funds. One possible source of assistance in seeking stable, external core funding for research centres may be university development officers, who are experienced in raising money for various university projects and campaigns.23

The success of social work research centres inevitably depends upon the acquisition of external grants. However, it is unrealistic to expect that many Canadian social work research centres will be able to maintain a viable level of activity if their survival depends exclu- sively on external grant money.24 These centres will experience peaks and valleys in their budgets and operations. The research centres should be able to count on a reserve of positions and funds to invest in pilot studies and project development.

Centres characterized by unstable budgets are likely to have prob- lems attracting qualified personnel. For example, suitable directors for a research institute are not likely to forego the status, salary, benefits, and stability of faculty or senior staff positions for the uncer- tainties of an unsupported research centre.25 While short-term con- tract positions are quite proper for many centre projects, they are not adequate for the development of the social work research centre itself. Few people - especially when they have more attractive alternatives - are likely to accept becoming permanent hustlers in

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order to work in a research centre. If they were so inclined, they might reasonably demand that the profits and benefits of their efforts accrue to themselves.

Universities are not likely to agree to long-term resource commit- ments to research centres without some guarantees of return on their investment and a way to escape from the commitment, if necessary. One solution would be to attach conditions to university support of the research centre and to carry out a regular formal evaluation of the centre's performance. Research centres can be required to demon- strate their value in terms of criteria such as the importance of the research undertaken, contribution to academic publication, and con- tribution to teaching and graduate education, as well as to the school's and university's public image.

The debate over whether university research centres should be self-sufficient is continuing.26 There are many different concepts of university research centres, ranging from autonomous firms compet- ing with private businesses to specialized, advanced research insti- tutes. Perhaps there is no absolute answer to the question about self-sufficiency. However, if a university determines that a social work research centre is addressing priority areas of interest and that outside grant money adequate to cover all of the centre's responsibilities is not likely to be forthcoming, then, arguably, the university has an obligation to make sure that its research centre has access to sufficient resources to carry out its mandate.27

Co-operation between centre personnel and faculty As director of the Centre for Social Welfare Studies, I found one of the first reality shocks to be the indifference or ambivalence of many faculty towards the centre. The problems of involving university faculty in research centre projects have been well documented in the literature, and, given their origin in the status of faculty within the university community, these problems will remain difficult to man- age.28 Faculty are expected, as part of their terms of employment, to carry out research. Towards this end, they have access to initiatory grants, teaching assistants, library resources, computing equipment, and other supports. At the same time, tenured faculty enjoy individ- ual academic freedom as well as job security. From their vantage point, research centres may seem likely to bring more pressure to produce and more control over their work.

If we assume that most faculty will act on their own perceptions of self-interest, directors of social work research centres will have to identify the benefits for faculty in order to secure their real co- operation. Fortunately, there can be substantial advantages for fac- ulty who become involved with social work research centres. Unfor-

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tunately, these benefits are less evident during the early stages of development of such research centres, or they require initial invest- ments from faculty, the schools of social work, or the universities. Social work research centres do attract more requests for help and suggestions for projects from the social welfare community. Centres are also legitimate vehicles for creating project teams and developing important research proposals, and participation in these activities can be advantageous to faculty careers. However, these benefits often depend upon investments in future possibilities, and they may not be sufficiently tangible to attract many faculty. A central problem is affiliating a sufficient number of faculty and other researchers - a critical mass of people - to be able to put in place the social work research centre's agenda.29

Work control and pace Social work faculty have often been reluctant to invest the time required to write competitive proposals for major research projects or to make the contacts required to secure grants. 30 The amount of work and the quality of scholarship required to develop these grant pro- posals exceed the standards for many other academic projects, yet these efforts are frequently not rewarded in academia unless they are successful.

A good deal of the proposal development for a new social work research centre will have to be carried out by the centre director and centre staff. Strategies that focus exclusively on encouraging faculty to do this work are not likely to be satisfying. By implication, there must be centre staff available to take on these responsibilities.

Successful competition for contract research grants and comple- tion of contract research require drastically different ways of working than are required for traditional academic research projects. Staff and resources have to be mobilized quickly and work carried out at a pace and to specifications that may be objectionable to many academics.31 Many social work research centres need to compete for contract research budgets, and, to do so, they require uncommitted budgets and staff that can be mobilized with brief notice.

Contract research serves the purpose of the client and follows a timetable negotiated as part of the contract. The research centre director must be able to ensure that the conditions of the contract are met, either by having direct control over research staff or by being able to impose conditions on faculty involved in the work. Some faculty will not be willing to submit themselves to this type of disci- pline or supervision.32

Social work faculty are normally expected to be responsible for teaching, advising students on their research, overseeing student field

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placements, and administrative committee work, as well as schol- arship. In creating a research centre, the usual intent is to add several large research projects and continuous grant-seeking to this work- load. While there may be long-range benefits for graduate education from these endeavours, for individual researchers there will be a clear trade-off between these new projects and their other responsibilities. Time spent writing proposals and carrying out projects is time not spent with students or writing journal articles. An unanticipated con- sequence of success in developing the social work research centre's research agenda may be that some of the more active social work faculty will require relief from other responsibilities and be less avail- able for teaching, student supervision, and administration.

Research agenda of the centres A number of proponents of social work and social science research centres argue that they will be more successful if they follow their own research agendas and build recognized areas of expertise. However, budget constraints will mean that Canadian social work research centres will not be able to dictate completely their own research agendas, and thus they will have to be opportunistic. Striving to find some middle ground between these two strategies would appear to be the recommended course of action for most social work research centres, in terms of both maintaining adequate operating budgets and remaining responsive to their social welfare communities.

Effort should be expended to permit the centre to develop propos- als within its areas of interest and to continue to build upon past projects. Long-term success may benefit greatly from the develop- ment of publicly recognized areas of expertise. On the other hand, resources will have to be invested in survival strategies. The centre's services have to be publicized, queries about working with the centre encouraged, and opportunities for research or development con- tracts sought out. Only experience will tell us what the relative em- phasis upon centre-initiated research and upon contract research should be, or can be, for a Canadian social work research centre.

Centre director and personnel The literature on social science and social work research institutes is clear in indicating that the director of an institute will probably have the major influence on the research agenda, followed closely by other employees of the institute.33 Conventional wisdom also suggests that the director should be somewhat of an academic entrepreneur with the motivation and aptitude to concentrate on securing grants, pro- ject development, and centre development. Initially, much will de-

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pend upon this person's ability to locate and cajole resources from inside and outside the university. However, with this perspective, there is a clear danger of conceiving of a centre as the responsibility of one person or as the property of its staff. Eventually, a successful social work research centre must be a collective responsibility and be built upon the ideas and active participation of many researchers and social welfare community representatives. The models for the suc- cessful development of this involvement and commitment are as yet not clearly articulated.

Conclusion Writing this article has obliged me to organize various thoughts and emotions that have been present, but unarticulated, during my ten- ure as director of the Centre for Social Welfare Studies. Creating a social work research centre has been an exciting opportunity, and the Centre for Social Welfare Studies may well prove to be a worthwhile addition to both the Faculty of Social Work at Wilfrid Laurier Univer- sity and the social welfare community. Yet one cannot help but be humbled, if not intimidated, by the complexity of the puzzles to be solved and concerned by the issues that have not been addressed.

Support from the sponsoring university and school of social work is critical for the successful development of a social work research centre. If the research centre is to be more than a vulnerable semi- organization, basic decisions will be required early in the develop- ment process. We have argued that, ideally: - the research centre should be integrated into the basic mission of

the school of social work and provision made for its support in the school's budget;

- a core group of research centre personnel should eventually have access to salaries, benefits, and job security comparable to simi- larly qualified faculty and staff at the university;

- a research centre requires a full-time director, and this person will need to have a project development budget and good secretarial support, and be able to count on the assistance of several other researchers;

- social work faculty, and other university faculty, should be able to apply for limited-term appointments to the social work research centre to work on specific research and development projects. If Canadian schools of social work cannot make these investments

in their research centres, they might be well advised to reconsider the scope and the realism of their plans. With these types of endorse- ments, a school of social work might well anticipate the creation of a valuable and original resource in social welfare.

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REFERENCES

1 Richard J. Estes, "Social Work Research Centers," Social Work Research and Abstracts (1979), 9-10.

2 Bruce Crawshaw, "Contract Research, the University, and the Academic," Higher Education 14 (1985), 681.

3 The points about the limited formal generalizability of the findings in this article and the value of a more systematic empirical investigation should be credited to a CS W/?-appointed reviewer of an earlier version of the article.

4 Stanley O. Ikenberry and Renée C. Friedman, Beyond Academic Departments: The Story of Institutions and Centers (San Francisco, Calif.: Jossey-Bass, 1972); Audrey Forster and John McKinnirey, "Canadian Institutes in the Humanities and Social Sciences," Canadian Journal of Higher Education 6, no. 2 (1976), 1-9; Harold Orlans, "On Social Order and Orderly Knowledge: New American Social Research Organisations of the Early 1970s," in Elizabeth Crawford and Norman Perry, eds., Demands for Social Knowledge: The Role of Research Organizations (London: Sage Publications, 1976), pp. 35-58; Norman Perry, "Research Settings in the Social Sciences: A Re-examination," in Crawford and Perry, eds., Demands for Social Knowledge, pp. 137-189; Burkart Holzner and Leslie Salmon-Cox, "Conceptions of Research and Development for Education in the United States," The Annals of the American Academy of Political and Social Science 43, no. 4 (1977), 88-100; Laure M. Sharp and Joanne Frankel, "Organizations that Perform Educational R&D: A First Look at the Universe," Educational Research (1979), 6-11; Thomas H. B. Symons and James E. Page, Some Questions of Balance: Human Resources, Higher Education and Cana- dian Studies (Ottawa: Association of Universities and Colleges of Canada, 1984); John E. Trent, "Social Science Research in Canada," Canadian Journal of Higher Education 14, no. 3 (1984), 1-9; Social Sciences and Humanities Research Council, Five-Year Plan for Financing Research in the Social Sciences and Humanities, 1985-1990 (Ottawa: SSHRC, 1985); Council of Ontario Uni- versities, Guidelines for the Creation of Centres of Excellence (Ottawa: COU, 1986); Science Council of Canada, University-Industry Research Centres: An Interface Between University and Industry (Ottawa: SCC, 1987); Science Coun- cil of Canada, Winning in a World Economy: Canadian Universities and Eco- nomic Renewal (Ottawa: SCC, 1987); Normand Seguin, "Les Centres de recherche comme instruments d'integration de la recherche," presentation at the National Conference on University Research Centres in the Social Sciences and Humanities, Social Science Federation of Canada, Ottawa, 1987.

5 G. A. Maclachlan, "Financial Relationship Between Research Centres and Universities," presentation at the National Conference on University Research Centres in the Social Sciences and Humanities, Social Science Federation of Canada, Ottawa, 1987.

6 Crawshaw, "Contract Research." 7 Council of Ontario Universities, Guidelines', Council of Ontario Universities,

Bottoming Out: Review 1982-83 to 1985-86 (Ottawa: COU, 1986). 8 Ikenberry and Friedman, Beyond Academic Departments , p. 20; Estes, Social

Work Research Centers," p. 5; Social Sciences and Humanities Research Council, Five-Year Plan, p. 56; Science Council of Canada, University-Industry Research Centres, p. 8.

9 Social Sciences and Humanities Research Council, Five-Year Plan, p. 132. 10 William T. Liu and Mariko Yamada, "The Asian American Mental Health

Research Center," Social Casework 57, no. 3 (1976), 136-138; Paul A. L. Haber and Jule D. Moravec, "The Veteran Administration's Experience with Geriatric Centers of Excellence (Geriatric Research, Education and Clinical Centers)," Journal of the American Geriatrics Society 30, no. 3 (1982), 207;

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John G. Wodarski, "Establishing and Maintaining a Research Center: A Case Example," Journal of Social Service Research 7, no. 2 (1983), 85; Crawshaw, "Contract Research," p. 669.

11 Social Sciences and Humanities Research Council, Five-Year Pian, p. 138. 12 Ibid., p. 133. 13 Estes, "Social Work Research Centers," p. 9. 14 Ibid., p. 5. 15 Ibid., p. 13; Wodarski, "Establishing and Maintaining a Research Center,"

pp. 82-83; Crawshaw, "Contract Research," pp. 672-676. 16 Forster and McKinnirey, "Canadian Institutes," p. 6. 17 Ikenberry and Friedman, Beyond Academic Departments , p. 97. 18 Bill Ahamad, Researchers in the Social Sciences and Humanities and Related

Disciplines (Ottawa: Social Sciences and Humanities Research Council of Canada, 1984), p. 7; Maurice Godelier, "The French Experience with Respect to the Organization of Human Science Research," presentation at the National Conference on University Research Centres in the Social Sciences and Humanities, Social Science Federation of Canada, Ottawa, 1987.

19 Ikenberry and Friedman, Beyond Academic Departments , p. 122. 20 Crawshaw, "Contract Research," p. 674. 21 Council of Ontario Universities, Guidelines , p. 3. 22 Wodarski, Establishing and Maintaining a Research Center, p. 87. 23 Maclachlan, "Financial Relationship." 24 Forster and McKinnirey, "Canadian Institutes"; Estes, "Social Work Research

Centers"; Wodarski, "Establishing and Maintaining a Research Center"; Sy- mons and Page, Some Questions of Balance; Crawshaw, "Contract Research"; Council of Ontario Universities, Guidelines ; Edward J. Monahan, "Financial Relationship Between University Research Centres and the University," presen- tation at the National Conference on University Research Centres in the Social Sciences and Humanities, Social Science Federation of Canada, Ottawa, 1987.

25 Forster and McKinnirey, "Canadian Institutes"; Estes, "Social Work Research Centers"; Wodarski, "Establishing and Maintaining a Research Center"; Craw- shaw, "Contract Research."

26 Science Council of Canada, University-Industry Research Centres. 27 Monahan, "Financial Relationship." 28 Ikenberry and Friedman, Beyond Academic Departments , pp. 16-19; Forster

and McKinnirey, "Canadian Institutes," pp. 6-7; Wodarski, "Establishing and Maintaining a Research Center," pp. 82-84.

29 Ikenberry and Friedman, Beyond Academic Departments, p. 27. 30 Wodarski, "Establishing and Maintaining a Research Center," pp. 82-84; Craw-

shaw, "Contract Research," pp. 678-681. 31 Crawshaw, "Contract Research." 32 Ibid. 33 Ibid.; Ikenberry and Friedman, Beyond Academic Departments; Estes, "Social

Work Research Centers"; Wodarski, "Establishing and Maintaining a Research Center."

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