Abstract
The successful management of a research, teaching and/or extension/outreach program in postharvest today requires skills beyond the fundamental scientific and technical skills taught traditionally in Graduate School. Administrators and funders are no longer satisfied with the number of publications and students graduated as metrics of academic success. Impact factors, students’ placement, and clients’ adoption of research results are now the norm. Research, teaching and extension/outreach activities are becoming integrated, which benefits the total program. Besides publishing and teaching, faculty members at major universities are also responsible for grant writing and overall program finances management, hiring and mentoring students and staff, accommodating the needs of different generations in the workplace, and maintaining the certification and safety of laboratories. Success in all these areas ultimately determines the scientific success of a program. Using the example of postharvest programs at the University of Florida, this paper (1) outlines traditional academic programs, the business model applied to academia, and measures of success at academic institutions, (2) describes the legal environment in universities, and (3) presents the scientific and core competencies for today’s PIs.
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