1. Perspectives and expectations of the University in rebuilding their processes in research, teaching and administration
HUMANE Seminar: Does informationtechnology change university management?
University of Lisbon, 2010 November 19 & 20
Hans-Jürgen Simm, Chancellor of the University of Bielefeld

2. The German Research Association‘s recommendations for information processing in universities 10/2010
„An efficient IT infrastructure for research, teaching and health care will be the decisive prerequisite for success at universities and university clinics facing national and international competition.“

3. What do you want your university to achieve?
Your university is or is to become
a highly regarded, successful university or college of applied sciences with outstanding achievements in research and / or teaching.

4. To reach this aim you need
Highly motivated academics who are passionate about teaching and research
Students who study with passion
Both prepared to make every effort to fulfil the highest expectations

5. What is it (often) like in the real world?
Academics who complain about
lack of money
lack of time
excessive bureaucracy
impenetrable processes
muddled BA /MA structures
administrative inflexibility
lack of efficiency and so on

6. Protesting students who complain about
lack of freedom in their studies
excessive workload
lack of transparency in grading and exam structures
overcrowding in seminar rooms
and lecture halls
unclear distribution of
responsibility and so on

7. Malicious tongues claim:
the discrepancy between aim and reality could not be bigger!

8. Responsibility lies with:
Politicians
Bundestag (German Federal Parliament)
Landtag (provincial parliament)
But: What is our contribution?
What can we do to help academics and students research, teach and study with enthusiasm?

9. In our universities we can together shape those elements lying within the growing domain of university autonomy
Point of departure:
Expectations of our academics and our students

10. Outline Expectations of academics and of students
Why do we not fulfil these expectations?
What needs to be changed?
Example: introduction of process-oriented SAP in the University of Bielefeld
Conclusion

11. Expectations of academics and students
1.1 What sort of people are they?
1.2 What do they expect of the university?

12. 1. Expectations 1.1 What sort of people are they? Digital naturals
with wide knowledge of IT-technologies
used to obtaining unlimited information from the internet with notebooks and extensive W-LAN provision
communication via Facebook or Twitter
music via I-Tunes
online-banking and online travel-booking
They are (we trust) highly intelligent, have the highest of
standards, but also the potential to be highly critical

13. 1. Expectations
1.2 What do these people expect of the university? (The academic and student perspective)
An intellectually stimulating atmosphere
Outstanding quality of content
An organisation which permits full focus on research, teaching and study

14. 1. Expectations
Transparent, speedy and simple access to content, to scientific information (knowledge services)
Guarantee of optimal processing of this information for research, teaching and study
World-wide access (mobility)
Secure processing and communication procedures
Constant access
High quality of service

15. 1. Expectations Concrete examples in research:
Virtual research environments in which services can be combined as one likes (mash-up)
With cooperation projects: basic support for cooperative work
Cooperation platforms
Use of shared resources (data service centre)

16. 1. Expectations Concrete examples for students:
Dynamic teacher / student portfolios: joint work of students and teachers on information made available via the internet (collaborative learning, interaction between teachers and students)
E-learning
Knowledge services, acces to publishing companies
Fully computerised routine processes of academic administration (e.g. registration of students, signing on for courses, credits, certificates)

17. 2. Why do we not fulfil these expectations?
2.1 People and philosophies of yesteryear…
2.2 Structures of yesteryear

18. 2. Why do we not fulfil these expectations?
2.1 People and philosophies of yesteryear
Teaching: in large lecture halls
Research: in splendid isolation and freedom
Financing: input-oriented, no differentiation between research and teaching
Philosophy of self-regulation
Administrative philosophy

19. 2. Why do we not fulfil these expectations?
Philosophy of self-regulation
Vested-interest oriented
Power-oriented
Hierarchy-oriented
Rule-oriented
Safety-oriented

20. 2. Why do we not fulfil these expectations?
Administrative philosophy
organising
regulating
enforcing
supervising
Orientation
The law

21. 2. Why do we not fulfil these expectations?
2.2 Structures of yesteryear
Professorial, institute and faculty structures
Administration: hierarchical structure
Function-orientation
IT-structures based on function-orientation

22. 2. Why do we not fulfil these expectations?
Function-orientation

23. 2. Why do we not fulfil these expectations?
Problems of function-orientation
Isolated solutions
Compartmentalised thinking
Many intersections
More coordinatory effort required
Duplication of work
Communication breakdowns
Insufficient information
Department-level responsibilities

24. 2. Why do we not fulfil these expectations?
IT-structures up to 1990: large-scale
central solutions
from 1990: decentralised small-scale
solutions based on function orientation
Thus: increased efficiency through unchanged adoption of existing processes in IT-systems

25. 3. What needs to be changed?
3.1 People and philosophies
3.2 Structures

26. 3. What needs to be changed?
3.1 People and philosophies
Teaching: lectures
Research: splendid isolation and freedom
Financing: input-oriented, no differentiation between research and teaching
Philosophy of self-government
Administrative philosophy
Interactive forms of teaching and learning
Additionally: cooperation, target orientation
Output-oriented, separation of research and teaching
More entrepreneurial-orientation
Cost-efficiency and service orientations

27. 3. What needs to be changed?
Service orientation for the clients (customer relationship-management)
For instance: campus management system
Different types of customer (interest groups)
Professors
Students
Administrators
External groups
The challenge: understanding the needs of customers and aligning these with the options of the IT-organisation.

28. 3.What needs to be changed?
3.2 Structures
From function to process orientation
From decentral function-oriented IT-processes to integrated IT solutions

29. 3.What needs to be changed?
Process orientation

30. 3. What needs to be changed?
Advantages of process orientation
Trans-sectoral thinking
Fewer interfaces
Quicker processes
Standardisation
Clearly defined cooperation
Transparency

31. 3. What needs to be changed?
Processes
The following process types must be distinguished:
Processes within the universities (internal processes), e.g. the Bologna process
Processes in the framework of scientific cooperation (cooperative processes), e.g. E-learning, SPAM-protection
Processes with participants outside academia, e.g. licence providers, publishers

32. 3. What needs to be changed?
It is not the function of the management direction
to organise the process level
to organise the data level
But to secure
the harmonisation of the infrastructural level of IT-operations inclusive of portfolio management

33. 3. What needs to be changed?
Up to Large central solutions
From Decentral small solutions
Today Integrated solutions:
networked, process oriented

34. 3. What needs to be changed?
Integrated information management
No physical separation between the systems science and administration
Everything accessible via the net (Cloud)
Everything accessible via portals
Business processes and supporting IT-processes comprehensively synchronised
The links between the individual systems largely automatised and independent of human intervention

35. 3. What needs to be changed?
Consequences of integrated information management:
Alignment of processes
Alignment of structures - Organisation and process structures, e.g. traditionally separate services such as telephone, media, data centres are now integrated and organisationally optimised - The organisational sub-division of the university no longer determines action - The data centres are now IT service centres providing not only basic IT but also administrative services
Integrated information management processes can thus become innovative power-engines for modern universities

36. 3. What needs to be changed?
A major problem
Responsibility, status, power
With regard to
administration - faculties
central admin - decentralised admin
central IT (RZ) - decentralised IT
Admin dept., head office - Admin dept., head office

37. 3. What needs to be changed?
The power issue: central or decentralised
becomes irrelevant against the
background of integrated processes

38. Outcome re 3. What needs to be changed?
Target orientation
Service orientation
Cost-effectiveness orientation
Process orientation
Integrated solutions

39. 4. Example
Process-oriented SAP-introduction at the University of Bielefeld

40. HISSVA
HISKBS
HISFSV
HISBes
HISCOB

41. 4. Example Aims Enhanced quality Increased freedom of action
Acceleration of processes
Greater transparency
Avoidance of redundant activities
Optimisation of resources
Greater satisfaction of academics and students

42. 1 2 12 75 4. Example: level concept and process architecture
Prozesslandkarte
mit Prozessbereichen
Anzahl Modelle 1
Ebene 0
WKD
Prozessbereich
mit Hauptprozessen 2
Ebene 1
WKD
Hauptprozess
mit Prozessen 12
Ebene 2
WKD
Die Prozesslandkarte ist der Einstiegspunkt in die Prozesshierarchie. Sie stellt einen Überblick über die Kernprozesse des Unternehmens dar. Die Kernprozesse werden meist in 3 Kategorien eingeteilt: Management-, Kerngeschäfts- und Supportprozesse.
Jeder Kernprozess kann in Hauptprozesse untergliedert werden. Hauptprozesse werden hierbei oftmals in ihrer zeitlich-logischen Reihenfolge angeordnet.
Jeder Hauptpozess kann auf der nächsten Ebene in seine Prozesse zerlegt werden. Diese werden wierderum in in ihrer zeitlich-logischen Reihenfolge dargestellt.
Jeder Prozess besteht aus einzelnen Prozessschritten (häufig verwendete Synonyme: Aktivität, Arbeitsschritt, (Elementar-)Funktion, Vorgang. Prozessschritte sind aus betriebswirtschaftlicher Sicht nicht sinnvoll weiter zerlegbar.
Beispiel:
Kernprozess: Personalwesen/HR
Hauptprozess: Personalbeschaffung
Prozess: Bewerber auswählen
Prozessschritt: Bewerberdaten erfassen
Prozess
mit Aktivitäten 75
Ebene 3
EPK + FB

43. Finanzbuchhaltung & Kasse Finanzcontrolling & KLR
4. Example: processes concerned
Beschaffung
Bedarfsanforderung erstellen
Kontierung prüfen
Anforderung genehmigen
Bestellung durchführen
Wareneingang buchen
Finanzbuchhaltung & Kasse
Einnahmen buchen
Leistungen/Kosten verrechnen
Stammdaten pflegen
Personal
Personal einstellen
Personal umsetzen/Finanzierung ändern
Personalkosten planen
Stellenübersicht erstellen
Processes
concerned
Drittmittel
Drittmittelprojekt bewirtschaften
Drittmittelprojektnachweise erstellen
Finanzcontrolling & KLR
Budget planen
Leistungen und Kosten verrechnen
Stammdaten pflegen
Vortrag von Hans Mustermann 43

44. 4. Example: Level 2 – Bank book-keeping (WKD)

45. 4. Example: SAP – The solution for the University of Bielefeld
WMD
X-Flow
SRM
Bestelltool AI
Vergabe FI
Finanzen
FI-AA
Anlagen MM
Material- wirtschaft PS
Projekt- system CO
Controlling
HCM
Personal
SAP

46. 5. Conclusion
If we are to fulfil the expectations of current and of future generations of academics and students, we must order our own affairs optimally
Central role of university IT in generating increased efficiency
Developing strategic university IT is one of the main functions of university administration

47. 5. Conclusion
Does information technology change university management?
Yes, at least with regard to the provision of service infrastructure in all fields of research, teaching and administration.

48. Thank you for your attention.