| Fig. 0.1 | Author Group Photo, EARMA Conference, 25th April 2023, Prague, Czechia. | 4 |
| Fig. 0.2 | Author Group Photo, INORMS Conference, 31st May 2023, Durban, South Africa. | 5 |
| Fig. 1.3.1. | Experience Years as RMAs in Asia. | 40 |
| Fig. 1.3.2. | Employment Type of RMAs in Asia. | 41 |
| Fig. 1.3.3. | Age Range of RMAs in Asia. | 42 |
| Fig. 1.5.1. | Countries of Central and Eastern Europe Based on the Working Definition. | 56 |
| Fig. 1.5.2. | Amount of Net EU Contribution Absorbed by CEE Countries and EU-14 Countries in the Last Two FPs | 60 |
| Fig. 1.5.3. | Number of Participations from CEE and EU-14 in EU-Funded Projects During the Last Two FPs | 62 |
| Fig. 1.7.1. | The Founding Members of INORMS, 2001. | 86 |
| Fig. 2.1.1. | Data Structure. | 107 |
| Fig. 2.2.1. | Geographic Coverage of Responses. | 115 |
| Fig. 2.2.2. | Gender Identity by Region. | 115 |
| Fig. 2.2.3. | Age of RMAs When Joining the Profession by Region. | 116 |
| Fig. 2.2.4. | Age of RMAs in the Profession by Region. | 117 |
| Fig. 2.2.5. | The (Self-Reported) Role Level of RMAs by Region. | 118 |
| Fig. 2.2.6. | RMA Institution Type by Region. | 118 |
| Fig. 2.2.7. | Areas that RMAs Work in (Japanese Taxonomy) by Region. | 119 |
| Fig. 2.2.8. | Proportion of RMAs, by Region, Born in Different Country From Where They Now Work. | 119 |
| Fig. 2.2.9. | Number of RMA Associations Affiliations by Region. | 120 |
| Fig. 2.2.10. | Highest Academic Qualifications of RMAs, by Region. | 121 |
| Fig. 2.2.11. | Professional Accreditation of RMAs by Regions. | 121 |
| Fig. 2.3.1. | Routes into RMA by Region. | 127 |
| Fig. 2.3.2. | Factors to Become an RMA by the Scale of Relevance. | 128 |
| Fig. 2.3.3. | RMA Career Satisfaction by Region. | 136 |
| Fig. 2.5.1. | Institution Type by RAAAP Survey Iteration. | 158 |
| Fig. 2.5.2. | Selected Characteristics of RMAs and Their Relation With Task Types and Working Settings. | 159 |
| Fig. 2.6.1. | Research Project Management – Finished 2010–2022. | 173 |
| Fig. 2.8.1. | The Informal Level: Understanding the Environment. | 189 |
| Fig. 2.8.2. | Push and Pull Factors in RMA. | 194 |
| Fig. 3.1.1. | Most Important Skills to Fulfil the RMA Job, by the RMA Respondents (n = 90). | 209 |
| Fig. 3.1.2. | Most Important Competencies to Fulfil the RMA Job, by the RMA Respondents (n = 90). | 210 |
| Fig. 3.1.3. | Most Important Skills to Fulfil the RMA Job, by the Students. | 214 |
| Fig. 3.1.4. | Most Important Skills to Fulfil the RMA Job, by the Teachers. | 215 |
| Fig. 3.1.5. | Most Important Competencies to Fulfil the RMA Job, by the Students. | 216 |
| Fig. 3.1.6. | Most Important Competencies to Fulfil the RMA Job, by the Teachers. | 217 |
| Fig. 3.2.1. | Level of Effort of Sources of Explicit Knowledge × Phase of the Research Project Life Cycle. | 227 |
| Fig. 3.2.2. | Country Institutionalisation and Professional Maturity Level in RMA. 228 | |
| Fig. 3.4.1. | Example of a Ribbon Chart Extracted from Microsoft BI – Master’s Degrees Awarded by Faculty and Gender at Stellenbosch University (2021 Data). | 258 |
| Fig. 3.4.2. | Example of an Infographic for Internal Reporting/Showcasing – Research Successes at Stellenbosch University (2022 Data). | 259 |
| Fig. 3.5.1. | Arguments in This Chapter. | 267 |
| Fig. 3.5.2. | Responses to ‘Which Best Describes Your Current Positions?’ | 270 |
| Fig. 3.5.3. | Responses to ‘How Much Knowledge And Skills Do You Think You Have Now?’ | 271 |
| Fig. 3.5.4. | Visualisation of STI Coordinating Roles. | 272 |
| Photo 1. | (left): Dr Taro Sonobe, Representing a Chef to Mix Different Spices for a Project. | 278 |
| Photo 2. | (right): Group Discussion. | 278 |
| Fig. 3.6.1. | The Position of the Survey Respondents (n = 115). | 287 |
| Fig. 3.6.2. | Number of Years Spent as RMA (n = 115). | 287 |
| Fig. 3.6.3. | Influence of RMA Associations on the Identity and Interests of Members (n = 115). | 289 |
| Fig. 3.6.4. | Increasing Rate of Active Promotion of RMA in Line with the Length of the Membership in International RMA Associations (n = 78). | 290 |
| Fig. 3.6.5. | Influence of RMA Associations on Policy-Making (n = 115). | 292 |
| Fig. 4.1.1. | Professional Development Escalator for RMA in Africa (Authors). | 320 |
| Fig. 4.2.1. | Institutional Background of the Respondents and the Geographical Location of Their Institute According to NUTS-2 Regions. | 327 |
| Fig. 4.2.2. | Institutional Settings Related to Data Management and Open Access. | 332 |
| Fig. 4.2.3. | Institutional Practices and Procedures Related to Research Ethics. | 334 |
| Fig. 4.5.1. | Prevalence of Work-Related Stress. | 375 |
| Fig. 4.5.2. | RMA Job Demands Are Increasing. | 376 |
| Fig. 4.5.3. | High Stress Anxiety from Competing Demands of Work and Home. | 377 |
| Fig. 4.5.4. | Frequency of Self-neglect Evidenced Through Working While Sick. | 379 |
| Fig. 4.7.1. | Conceptual Model. | 400 |
| Fig. 5.2.1. | Organisational Chart for the Directorate of Research, Innovation and Technology (DRIT) at SEKU. | 430 |
| Fig. 5.8.1. | BRAMA – Current Reality of the Active Individual Members. | 489 |
| Fig. 5.9.1. | Evolution of the Colombian Investment for Science, Technology and Innovation Activities (2000–2020). Million Colombian Pesos. | 495 |
| Fig. 5.9.2. | Distribution of Colombian Resources for Science, Technology and Innovation Activities (2000–2020). | 495 |
| Fig. 5.9.3. | RMAs Age Range Profile in: Columbia and the World. | 498 |
| Fig. 5.9.4. | Distribution of the Experience as RMAs in Columbia and the World (Number of Years). | 498 |
| Fig. 5.9.5. | Distribution of the RMAs Identity in Colombia and the World. | 500 |
| Fig. 5.11.1. | Demographics of Members of the IRMI Network (Data Courtesy India Alliance). | 515 |
| Fig. 5.11.2. | Expansion of the IRMI Network (Data Courtesy India Alliance). | 516 |
| Fig. 5.12.1. | Theoretical Framework of the URA’s Role in Research Dynamics. | 521 |
| Fig. 5.12.2. | Japanese URA Employees in FY 2022. | 522 |
| Fig. 5.12.3. | The Main Role of URAs Is Different Depending on the University Size. | 522 |
| Fig. 5.13.1. | The Malaysia GERD by Sector as % of GDP from 1996 to 2016 (Science, Technology and innovation: Gross Domestic Expenditure on R&D (GERD), GERD Per Capita and GERD Per Researcher, 2020). | 528 |
| Fig. 5.13.2. | Non-Academic Schemes Warranted to Universities, Areas in Research Management That Can Be Filled by Staff from the Different Schemes, and Map of the Research Management Functions at Different Institutions with Dedicated Staffs. | 530 |
| Fig. 5.15.1. | Timeline of the Evolution of Research Management and Support Structures at NTU. | 545 |
| Fig. 5.15.2. | Network Collaboration Map at the College-Level for ACE Award Grantees for a Five-Year Period. | 546 |
| Fig. 5.16.1. | RMA Levels in Vietnam. | 553 |
| Fig. 5.16.2. | Expenditures on S&T Activities from the State Budget from 2015 Through 2020. | 554 |
| Fig. 5.16.3. | Vietnam’s R&D Expenditures by Funding Sources in the Three Years of 2015, 2017, and 2019 (Billion VND). | 555 |
| Fig. 5.16.4. | R&D Human Resources by Implementation Area (Person). | 555 |
| Fig. 5.17.1. | 2022 Survey of RMAs in Australia by Period of Employment in the Profession. | 561 |
| Fig. 5.17.2. | 2019 Survey of RMAs in Australia by Key Reasons for Becoming an RMA. | 561 |
| Fig. 5.17.3. | 2019 Survey of RMAs in Australia by Key Reasons for Staying in the Profession. | 562 |
| Fig. 5.17.4. | 2022 Survey of RMAs in Australia by Role. | 563 |
| Fig. 5.18.1. | Changes in NZ & Pacific Chapter Membership in ARMS, 2015–2021. | 570 |
| Fig. 5.18.2. | Size of NZ R&D Workforce by Sector and Occupation. | 571 |
| Fig. 5.18.3. | Ethnicity of RS in TEO in NZ, 2019–2021. | 573 |
| Fig. 5.18.4. | Age Distribution of RS in TEO in NZ, 2019–2021. | 573 |
| Fig. 5.18.5. | Gender of RS in TEO in NZ, 2019–2021. | 574 |
| Fig. 5.21.1. | R&D Personnel by Field of Science in Cyprus 1998–2019. | 596 |
| Fig. 5.21.2. | Structure of the Cypriot R&I Governance System. | 597 |
| Fig. 5.21.3. | Gender Identification and Age Ranges of When First Becoming an RMA and Currently in Cyprus. | 600 |
| Fig. 5.21.4. | Reason for Becoming an RMA, Years Employed as an RMA, and RMA Jobs During Those Years in Cyprus. | 600 |
| Fig. 5.21.5. | Type and Nature of Institutions Where RMAs Are Employed in Cyprus. | 601 |
| Fig. 5.21.6. | Educational Attainment Level and Academic Background in Cyprus: Before Becoming an RMA and During Employment as RMA. | 601 |
| Fig. 5.21.7. | Professional Development Classes Taken by RMAs in Cyprus. | 602 |
| Fig. 5.22.1. | Total RDI Spending by Selected Public Funding Providers Between 2013 and 2022 in Czechia. | 607 |
| Fig. 5.23.1. | Overview of the Polish Institutions in the Field of Science. | 615 |
| Fig. 5.25.1. | R&D Investments in Slovenia (in % of GDP). | 635 |
| Fig. 5.30.1. | Funds from the Horizon 2020 (8th FP) Managed by RPOs and HEIs. | 672 |
| Fig. 5.32.1. | A picture of the RLO Staff in 1997 (University of Iceland Research Liaison Office et al., 1998). | 690 |
| Fig. 5.34.1. | R&D Expenditure in Italy by Source of Funds. | 709 |
| Fig. 5.34.2. | Activities by RMA Professional Role in Italy. | 712 |
| Fig. 5.36.1. | The Norwegian System of Education, Research and Innovation (RCN, 2022). | 724 |
| Fig. 5.37.1. | Years of Experience and Background of the RMA Survey Respondents in Portugal. | 739 |
| Fig. 5.40.1. | Simplified UK Research Funding Ecosystem. | 761 |
| Fig. 5.40.2. | UK RMA Gender Identity by Role Level. | 765 |
| Fig. 5.40.3. | UK RMA Academic Attainment by Role Level. | 765 |
| Fig. 5.41.1. | Structure of the Research and Innovation system in Qatar. | 774 |
| Fig. 5.43.1. | Simplified R&D Ecosystem of UAE, in 2023. | 792 |
| Fig. 0.1 | Author Group Photo, EARMA Conference, 25th April 2023, Prague, Czechia. | 4 |
| Fig. 0.2 | Author Group Photo, INORMS Conference, 31st May 2023, Durban, South Africa. | 5 |
| Fig. 1.3.1. | Experience Years as RMAs in Asia. | 40 |
| Fig. 1.3.2. | Employment Type of RMAs in Asia. | 41 |
| Fig. 1.3.3. | Age Range of RMAs in Asia. | 42 |
| Fig. 1.5.1. | Countries of Central and Eastern Europe Based on the Working Definition. | 56 |
| Fig. 1.5.2. | Amount of Net EU Contribution Absorbed by CEE Countries and EU-14 Countries in the Last Two FPs | 60 |
| Fig. 1.5.3. | Number of Participations from CEE and EU-14 in EU-Funded Projects During the Last Two FPs | 62 |
| Fig. 1.7.1. | The Founding Members of INORMS, 2001. | 86 |
| Fig. 2.1.1. | Data Structure. | 107 |
| Fig. 2.2.1. | Geographic Coverage of Responses. | 115 |
| Fig. 2.2.2. | Gender Identity by Region. | 115 |
| Fig. 2.2.3. | Age of RMAs When Joining the Profession by Region. | 116 |
| Fig. 2.2.4. | Age of RMAs in the Profession by Region. | 117 |
| Fig. 2.2.5. | The (Self-Reported) Role Level of RMAs by Region. | 118 |
| Fig. 2.2.6. | RMA Institution Type by Region. | 118 |
| Fig. 2.2.7. | Areas that RMAs Work in (Japanese Taxonomy) by Region. | 119 |
| Fig. 2.2.8. | Proportion of RMAs, by Region, Born in Different Country From Where They Now Work. | 119 |
| Fig. 2.2.9. | Number of RMA Associations Affiliations by Region. | 120 |
| Fig. 2.2.10. | Highest Academic Qualifications of RMAs, by Region. | 121 |
| Fig. 2.2.11. | Professional Accreditation of RMAs by Regions. | 121 |
| Fig. 2.3.1. | Routes into RMA by Region. | 127 |
| Fig. 2.3.2. | Factors to Become an RMA by the Scale of Relevance. | 128 |
| Fig. 2.3.3. | RMA Career Satisfaction by Region. | 136 |
| Fig. 2.5.1. | Institution Type by RAAAP Survey Iteration. | 158 |
| Fig. 2.5.2. | Selected Characteristics of RMAs and Their Relation With Task Types and Working Settings. | 159 |
| Fig. 2.6.1. | Research Project Management – Finished 2010–2022. | 173 |
| Fig. 2.8.1. | The Informal Level: Understanding the Environment. | 189 |
| Fig. 2.8.2. | Push and Pull Factors in RMA. | 194 |
| Fig. 3.1.1. | Most Important Skills to Fulfil the RMA Job, by the RMA Respondents (n = 90). | 209 |
| Fig. 3.1.2. | Most Important Competencies to Fulfil the RMA Job, by the RMA Respondents (n = 90). | 210 |
| Fig. 3.1.3. | Most Important Skills to Fulfil the RMA Job, by the Students. | 214 |
| Fig. 3.1.4. | Most Important Skills to Fulfil the RMA Job, by the Teachers. | 215 |
| Fig. 3.1.5. | Most Important Competencies to Fulfil the RMA Job, by the Students. | 216 |
| Fig. 3.1.6. | Most Important Competencies to Fulfil the RMA Job, by the Teachers. | 217 |
| Fig. 3.2.1. | Level of Effort of Sources of Explicit Knowledge × Phase of the Research Project Life Cycle. | 227 |
| Fig. 3.2.2. | Country Institutionalisation and Professional Maturity Level in RMA. 228 | |
| Fig. 3.4.1. | Example of a Ribbon Chart Extracted from Microsoft BI – Master’s Degrees Awarded by Faculty and Gender at Stellenbosch University (2021 Data). | 258 |
| Fig. 3.4.2. | Example of an Infographic for Internal Reporting/Showcasing – Research Successes at Stellenbosch University (2022 Data). | 259 |
| Fig. 3.5.1. | Arguments in This Chapter. | 267 |
| Fig. 3.5.2. | Responses to ‘Which Best Describes Your Current Positions?’ | 270 |
| Fig. 3.5.3. | Responses to ‘How Much Knowledge And Skills Do You Think You Have Now?’ | 271 |
| Fig. 3.5.4. | Visualisation of STI Coordinating Roles. | 272 |
| Photo 1. | (left): Dr Taro Sonobe, Representing a Chef to Mix Different Spices for a Project. | 278 |
| Photo 2. | (right): Group Discussion. | 278 |
| Fig. 3.6.1. | The Position of the Survey Respondents (n = 115). | 287 |
| Fig. 3.6.2. | Number of Years Spent as RMA (n = 115). | 287 |
| Fig. 3.6.3. | Influence of RMA Associations on the Identity and Interests of Members (n = 115). | 289 |
| Fig. 3.6.4. | Increasing Rate of Active Promotion of RMA in Line with the Length of the Membership in International RMA Associations (n = 78). | 290 |
| Fig. 3.6.5. | Influence of RMA Associations on Policy-Making (n = 115). | 292 |
| Fig. 4.1.1. | Professional Development Escalator for RMA in Africa (Authors). | 320 |
| Fig. 4.2.1. | Institutional Background of the Respondents and the Geographical Location of Their Institute According to NUTS-2 Regions. | 327 |
| Fig. 4.2.2. | Institutional Settings Related to Data Management and Open Access. | 332 |
| Fig. 4.2.3. | Institutional Practices and Procedures Related to Research Ethics. | 334 |
| Fig. 4.5.1. | Prevalence of Work-Related Stress. | 375 |
| Fig. 4.5.2. | RMA Job Demands Are Increasing. | 376 |
| Fig. 4.5.3. | High Stress Anxiety from Competing Demands of Work and Home. | 377 |
| Fig. 4.5.4. | Frequency of Self-neglect Evidenced Through Working While Sick. | 379 |
| Fig. 4.7.1. | Conceptual Model. | 400 |
| Fig. 5.2.1. | Organisational Chart for the Directorate of Research, Innovation and Technology (DRIT) at SEKU. | 430 |
| Fig. 5.8.1. | BRAMA – Current Reality of the Active Individual Members. | 489 |
| Fig. 5.9.1. | Evolution of the Colombian Investment for Science, Technology and Innovation Activities (2000–2020). Million Colombian Pesos. | 495 |
| Fig. 5.9.2. | Distribution of Colombian Resources for Science, Technology and Innovation Activities (2000–2020). | 495 |
| Fig. 5.9.3. | RMAs Age Range Profile in: Columbia and the World. | 498 |
| Fig. 5.9.4. | Distribution of the Experience as RMAs in Columbia and the World (Number of Years). | 498 |
| Fig. 5.9.5. | Distribution of the RMAs Identity in Colombia and the World. | 500 |
| Fig. 5.11.1. | Demographics of Members of the IRMI Network (Data Courtesy India Alliance). | 515 |
| Fig. 5.11.2. | Expansion of the IRMI Network (Data Courtesy India Alliance). | 516 |
| Fig. 5.12.1. | Theoretical Framework of the URA’s Role in Research Dynamics. | 521 |
| Fig. 5.12.2. | Japanese URA Employees in FY 2022. | 522 |
| Fig. 5.12.3. | The Main Role of URAs Is Different Depending on the University Size. | 522 |
| Fig. 5.13.1. | The Malaysia GERD by Sector as % of GDP from 1996 to 2016 (Science, Technology and innovation: Gross Domestic Expenditure on R&D (GERD), GERD Per Capita and GERD Per Researcher, 2020). | 528 |
| Fig. 5.13.2. | Non-Academic Schemes Warranted to Universities, Areas in Research Management That Can Be Filled by Staff from the Different Schemes, and Map of the Research Management Functions at Different Institutions with Dedicated Staffs. | 530 |
| Fig. 5.15.1. | Timeline of the Evolution of Research Management and Support Structures at NTU. | 545 |
| Fig. 5.15.2. | Network Collaboration Map at the College-Level for ACE Award Grantees for a Five-Year Period. | 546 |
| Fig. 5.16.1. | RMA Levels in Vietnam. | 553 |
| Fig. 5.16.2. | Expenditures on S&T Activities from the State Budget from 2015 Through 2020. | 554 |
| Fig. 5.16.3. | Vietnam’s R&D Expenditures by Funding Sources in the Three Years of 2015, 2017, and 2019 (Billion VND). | 555 |
| Fig. 5.16.4. | R&D Human Resources by Implementation Area (Person). | 555 |
| Fig. 5.17.1. | 2022 Survey of RMAs in Australia by Period of Employment in the Profession. | 561 |
| Fig. 5.17.2. | 2019 Survey of RMAs in Australia by Key Reasons for Becoming an RMA. | 561 |
| Fig. 5.17.3. | 2019 Survey of RMAs in Australia by Key Reasons for Staying in the Profession. | 562 |
| Fig. 5.17.4. | 2022 Survey of RMAs in Australia by Role. | 563 |
| Fig. 5.18.1. | Changes in NZ & Pacific Chapter Membership in ARMS, 2015–2021. | 570 |
| Fig. 5.18.2. | Size of NZ R&D Workforce by Sector and Occupation. | 571 |
| Fig. 5.18.3. | Ethnicity of RS in TEO in NZ, 2019–2021. | 573 |
| Fig. 5.18.4. | Age Distribution of RS in TEO in NZ, 2019–2021. | 573 |
| Fig. 5.18.5. | Gender of RS in TEO in NZ, 2019–2021. | 574 |
| Fig. 5.21.1. | R&D Personnel by Field of Science in Cyprus 1998–2019. | 596 |
| Fig. 5.21.2. | Structure of the Cypriot R&I Governance System. | 597 |
| Fig. 5.21.3. | Gender Identification and Age Ranges of When First Becoming an RMA and Currently in Cyprus. | 600 |
| Fig. 5.21.4. | Reason for Becoming an RMA, Years Employed as an RMA, and RMA Jobs During Those Years in Cyprus. | 600 |
| Fig. 5.21.5. | Type and Nature of Institutions Where RMAs Are Employed in Cyprus. | 601 |
| Fig. 5.21.6. | Educational Attainment Level and Academic Background in Cyprus: Before Becoming an RMA and During Employment as RMA. | 601 |
| Fig. 5.21.7. | Professional Development Classes Taken by RMAs in Cyprus. | 602 |
| Fig. 5.22.1. | Total RDI Spending by Selected Public Funding Providers Between 2013 and 2022 in Czechia. | 607 |
| Fig. 5.23.1. | Overview of the Polish Institutions in the Field of Science. | 615 |
| Fig. 5.25.1. | R&D Investments in Slovenia (in % of GDP). | 635 |
| Fig. 5.30.1. | Funds from the Horizon 2020 (8th FP) Managed by RPOs and HEIs. | 672 |
| Fig. 5.32.1. | A picture of the RLO Staff in 1997 (University of Iceland Research Liaison Office et al., 1998). | 690 |
| Fig. 5.34.1. | R&D Expenditure in Italy by Source of Funds. | 709 |
| Fig. 5.34.2. | Activities by RMA Professional Role in Italy. | 712 |
| Fig. 5.36.1. | The Norwegian System of Education, Research and Innovation (RCN, 2022). | 724 |
| Fig. 5.37.1. | Years of Experience and Background of the RMA Survey Respondents in Portugal. | 739 |
| Fig. 5.40.1. | Simplified UK Research Funding Ecosystem. | 761 |
| Fig. 5.40.2. | UK RMA Gender Identity by Role Level. | 765 |
| Fig. 5.40.3. | UK RMA Academic Attainment by Role Level. | 765 |
| Fig. 5.41.1. | Structure of the Research and Innovation system in Qatar. | 774 |
| Fig. 5.43.1. | Simplified R&D Ecosystem of UAE, in 2023. | 792 |
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