Research leadership, a much neglected area of educational leadership and management, is disadvantaged by having an underdeveloped and inadequate knowledge base. This article represents a contribution to this knowledge base through a conceptual analysis. It presents as propositional knowledge an original theoretical model of the componential structure of researcher development, as interpreted and defined stipulatively by the author. Three key components are identified: behavioural development; attitudinal development; and intellectual development. Each of these is further deconstructed to reveal its sub-components, of which 11 in total are identified, including: processual change; perceptual change; analytical change; and comprehensive change. Drawing upon examples of qualitative data found in the literature, the author demonstrates the model's potential as an analytical framework for enhancing our understanding of what researcher development is and how it occurs. This, she argues, represents knowledge that is invaluable to university-based research leaders. In particular, it is important that research leaders recognize the width, multidimensionality and complexity of researcher development: that it is much more than changing observable behaviour and increasing productivity and output; it also involves changing viewpoints, mindsets and perceptions and increasing intellectual capacity. (Contains 4 notes and 2 figures.)