Based on the analysis of the 1,095 responses here we show radar charts of various aspects of an "average" research administrator (RA), along with a sample plot of an individuals responses.  The charts are taken from the RAPIDS Tool which anyone can use.

Technical competencies are focused on the specific knowledge and skills needed to perform specific tasks. Knowledge refers to the theoretical and factual understanding of concepts, principles, and information about a particular subject or field. It is acquired through learning, education, and experience. Skills concern the practical application of knowledge in performing specific tasks or activities. They are developed through practice, training, and hands-on experience.

Most RAs have a good understanding of most areas of Research Administration.

In terms of the level of technical competencies held, the chart is very similar to the awareness of technical competencies, but tends to show a lower knowledge level.  RAs are aware they they need to learn more.

Further analyses into how these differ, depending on the sub-areas that individuals are actually working in, could be insightful.

Behavioral aspects refer to the actions, conduct, or observable activities of an individual, and can be influenced by various factors, and importantly by their attitudes, beliefs, and personal characteristics. These can be defined as the ‘human factor’ of a professional identity, and influence how individuals apply their technical competencies.

Attitude refers to the inclination of an individual to respond with varying levels of positivity or negativity towards a behavior, object, person, institution, event, or any other discernible aspect of their environment. Attitudinal aspects in professional contexts include a sense of calling to the field, an emphasis on autonomy, use of professional organizations as a major referent, self-regulation, and belief in public service.

Research Administrators generally want to make the world a better place, but there is variability in the sense of belonging to the profession

Personality traits are largely endogenous personal characteristics, largely not influenced by the environment. They are typically organized within five broad factors: extraversion, neuroticism, openness to experience/intellect, agreeableness, and conscientiousness.

Research Administrators are very organised, adaptable, and co-operative; but are not always highly sociable, and often experience high levels of stress.

Values can be described “an enduring belief that a specific mode of conduct is personally or socially preferable to an opposite or converse mode of conduct or end state of existence”. They can be regarded as ‘learned beliefs’, in the sense that they can be trained or developed.

Research Administrators are open-minded, dependable, and enjoy excitement, and get pleasure from their work.  But they are not highly driven by wealth or power, and do not necessarily follow rules blindly.

Principles are typically considered to be innate or inherent to an individual's belief system, but can be influenced by external factors.

In general research administrators are highly principled, but perhaps more could help to train and develop future colleagues.

Structural aspects are underlying ‘conditions for professionalism’, and include the existence of dedicated training, (continuous) education, the formation of professional associations, and an academic voice. Professional associations play a key role in setting functions and roles, developing and certifying competencies, and developing standards and codes of conduct/ethics.

There is much less agreement on whether research administration can be considered a profession, with many not seeing a clear career path, and few being aware of education, training, and research on research administration.

Motivation is the reason(s) you have for behaving in particular ways in your professional life.

Again there is much variation in what motivates research administrators, but "making a difference" is a common theme.  Research Administrators often work in environments where they are undervalued and do not receive recognition.