On Building a Research Ecosystem: My Journey in Research Leadership

Avelino G. Ignacio Jr, Head, Research Program Component of Research Management Office, Bulacan State University

Avelino G. Ignacio Jr, Head, Research Program Component of Research Management Office, Bulacan State University

Through this article, Avelino G. Ignacio Jr. reflects on transitioning from college-level research leadership to shaping universitywide strategies at Bulacan State University. He shares how thematic funding, digital systems and inquiry-driven learning build a responsive research ecosystem. His narrative blends administrative insight with a personal commitment to cultivating a culture of curiosity and collaboration.

My journey in the research office commenced when I became the College Research and Development Unit Head at BulSU College of Education in 2023, which continued in 2024. Through these experiences, I understood the research needs of novice and experienced scholars and institutional mechanisms vital to fostering sustainable research engagement. Building on the accomplishment of the College Research and Development Unit, I transitioned in 2024 to the role of Program Component Head at BulSU Research Management Office, marking a pivotal shift from managing college-level initiatives toward overseeing university-wide research operations, from facilitating the funding of competitive research proposals to enhancing the research manual to support the BulSU community better, to capacity-building efforts. In this role, we were able to shape and implement policies and initiatives that support the goal of becoming a research university that correspondingly promotes a responsive research ecosystem.

In 2024, we institutionalized a thematized and division-based approach to research funding calls, which helped scholars engage from a wide range of fields. By creating a unified theme for funding calls, we could invite proposals across multiple disciplines while ensuring no area was left behind. This included divisions such as Culture, Arts, Design and Tourism (Division I); Pure and Applied Sciences, Environment and Agriculture (Division II); Education, Language and Social Sciences (Division III); Health Sciences and Wellness (Division IV); Business and Governance (Division V); AI, Digital Technology and Innovation (Division VI); and Engineering and Industrial Technology (Division VII). Each of these divisions was encouraged to contribute to the broader societal goals, supporting the Sustainable Development Goals, generating new knowledge and establishing practical linkages with local government units, academic institutions and the public sector. In this way, we sought to promote academic exploration that was innovative, socially relevant and practically grounded in real-world concerns.

“For me, research-based learning that allows concept exploration openly is not merely about transferring information but also about cultivating habits of inquiry, reflection and exploration, aiming to embed research thinking organically in students, even at the early stages of learning, encouraging them to ask questions, analyze evidence and take intellectual risks”

In addition to the thematic approach, we are gradually working towards fully implementing digital solutions designed to streamline the research administration and reduce bureaucratic friction. These solutions unambiguously target ON BUILDING A RESEARCH ECOSYSTEM: MY JOURNEY IN RESEARCH LEADERSHIP By Avelino G. Ignacio Jr, Head, Research Program Component of Research Management Office at Bulacan State University improving accessibility and efficiency for faculty members. By aiming at digitizing submission forms, consolidating downloadable templates and, soon, implementing an online tracking system through the aspirations of the BulSU administration, we are targeting to make it simpler for faculty to access the tools they need to submit their proposals. These initiatives shift the focus from compliance to fostering creativity, creating an environment where researchers can collaborate more freely and engage in meaningful intellectual exchanges. As a result, the number of research proposals submitted has increased. Currently, the tracking system is in its final testing phase through BulSU administration efforts and once fully implemented, it will automate the entire process, from submission to review and approval. This automation will significantly improve efficiency, reduce administrative burdens and expedite the review process with a pool of reviewers, allowing researchers to focus more on the intellectual and creative aspects.

Currently, in 2025, I am on study leave to complete my dissertation. This academic pursuit has given me a unique opportunity to reflect on my previous role as a research administrator and deepen my understanding of researchers' challenges. It has also enlightened me about my commitment to building systems that promote research excellence and support the individuals behind their work. My perspective as a critical realist drives my curiosity to explore and make sense of the complex academic systems we operate. I believe that reality is situated and that facts are socially constructed within their respective contexts, which fuels my passion for research and leadership.

At the heart of my professional identity lies a deep love for research, which extends beyond administrative work. I view research-based learning as a vital component of academic curricula and a tool for fostering intellectual curiosity and critical thinking among students. In the classroom, I focus on creating environments that consider students' lived experiences. For me, research-based learning that allows concept exploration openly is not merely about transferring information but also about cultivating habits of inquiry, reflection and exploration, aiming to embed research thinking organically in students, even at the early stages of learning, encouraging them to ask questions, analyze evidence and take intellectual risks. Consequently, I aspire to give more space for students by practicing more Assessment for Learning and Assessment as Learning, rather than just Assessment of Learning.

Through these efforts, I am deeply committed to contributing to the university's long-term vision of becoming a research university. This vision is about achieving academic excellence and building an ecosystem that supports research, mentorship and innovation for faculty and students.

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