Institutional research success, highly effective teaching, and student academic excellence are interrelated but just how, if at all, can this interrelationship be explained and harnessed?  This paper proposes that a rich and active institutional research culture is actually a necessary pre-condition to growing effective faculty teaching and, consequently, to promoting improvements in scholastic standards.  We note that far too many personal student stories and far too many NZQA audit reports indicate that research remains the Cinderella of the ITP sector.  Consequently, a persuasive argument can be made which proposes that academics teaching diploma and degree qualifications are unlikely to attain maximum academic effectiveness until they become adept researchers themselves as well as consummate teachers of how actually to do research.  This means academics need to learn about the why, when and how of undertaking research rather than merely learning about how to tell students about research projects that have been completed by others.  This paper, therefore, proposes strategies that need to be adopted by tertiary institutions in order to develop a realistic research culture.  We conclude that to be an effective learning organisation, institutions concerned with higher education, must first become developed so that they are research organisations.  Otherwise the algorithm for success won't work. The accompanying ten item slide show can be accessed by clicking here.