Presentation on theme: "PROJECT “ORGANISATIONAL DEVELOPMENT 2013-2014 ” AT THE UNIVERSITY OF BORÅS The Project Management Group's Recommendations for overall structures and principles."— Presentation transcript:
PROJECT “ORGANISATIONAL DEVELOPMENT 2013-2014 ” AT THE UNIVERSITY OF BORÅS The Project Management Group's Recommendations for overall structures and principles 05/09/2013
Development of a future University Organisation The University's Governing Board has decided that recommendations shall be produced for a future organisation of the University of Borås. The current organisation shall be compared to new alternatives that are better suited to external conditions and the University's impact goals. The development project is carried out in three phases.
The Project Management Group The group represents research, third-cycle studies, education, operational support (locally and centrally) and students. Lotta Dellve, Chairwoman, Research Katarina Ek, Deputy Chairwoman and Project Coordinator for Operational Support, Administration (central) Tomas Wahnström, project coordinator for core operations, Third-cycle studies Marianne Strömberg, member, Education Thomas Johansson, member, Administration (local) Therése Andersson, member, Student Additional project support via Prové Management. Viktoria Björcke and Anna Wallman.
Foundations for the work in Phase 2 Guiding principles No more than four organisational units for carrying out core operations Important connection between the University's operations shall be given consideration, while understanding that not all connections can be prioritised One unit will be responsible for operations that affect all units Collaboration between organisational units will be promoted Strengthen the University of Borås' brand while protecting brands in the University's core operations that are important to the University overall. Efficient resource usage The current structure, with a committee structure separate to the linear structure, remains Impact goals dictating organisational development The University's operations are characterised by a focus on society and current events, and an overall perspective. Complete academic environments Strategic development of connections between operations within the University Development towards a more strategic management and steering The University's brand is strengthened primarily through increased image creation efforts Balanced economy The following fundamental values will permeate the work: Employee participating, Transparency, Continuous consultation with union representatives, Head safety officers and the Student Union at the University of Borås (SiB).
Collection and analysis of information Interviews (approx. 80 persons) Web questionnaires (approx. 90 persons) Written suggestions/feedback (10+10) Research and third-cycle studies: activity, programme and funds Documents Documents from Phase 1 (strategic analysis) The Swedish Higher Education Authority's (Universitetskanslerämbetet,UKÄ), Report 2013:2, Universities and Higher Education Institutions Annual Report 2013 Statistical data regarding Application load, first choice applicants and admissions per programme at the University of Borås 2011-2013. Information about third-cycle education rights Presentation of educational operations, broken down by schools (from the PROUST group) Previous investigations regarding the University of Borås' organisation Investigations regarding the organisation of other universities Annual report, University of Borås 2012, Ref no. 730-12-24 University of Borås budget, 2013-2015, Ref no. 335-12-21 Budget data for 2014-2017 Description of operations within Statens servicecenter (www.statenssc.se)
Results of the analysis and work process for the production of new recommendations, which are better suited to the University's impact goals while adhering to the principles established by the Governing Board. We recommend: A division of core operations into three areas Naming to be done in Phase 2b and for the Vice-Chancellor to be responsible for investigating this issue with the aid of external expertise. Organising the operational support in accordance with three overall principles: Needs-oriented and integrated operational support The physical placement of the operational support is both local and central One (1) cohesive organisation, planning and resource allocation for operational support. A matrix-like organisation with: An overall management function for research and third-cycle studies, on a Vice-Chancellor level. An overall management function for education activities, on a Vice- Chancellor level.
Recommendation A Area A1Area A2Area A3 Overall management function for research and third-cycle studies Overall management function for education activities Overall management function for operational support
Operations within the School of Engineering (IH), the Swedish School of Textiles (THS), School of Business and IT (HIT)/Business Administration with a focus on trade and industry. Third-cycle education Resource recovery Textile and fashion: Design Textile and fashion: Textile management Textile and fashion: Textile materials Professional qualifications Degree of Master of Science in Business and Economics, Degree of Bachelor of Science in Engineering Main areas: Area A1 Resource Recovery (third-cycle level) Textile and Fashion – General, Textile Materials, Textile Management (third-cycle level) Textile and Fashion – Artistic (third-cycle level) Civil Engineering (bachelor, master) Energy and Material Recovery (bachelor, master) Energy Engineering (bachelor) Fashion Management (bachelor, master) Business Administration (bachelor, master) Industrial Engineering (bachelor, master) Chemical Engineering (bachelor, master) Mechanical Engineering (bachelor, master) Fashion Design (bachelor) Textile Design (bachelor) Textile and Fashion Design (master) Fashion Management (bachelor, master) Textile Technology (bachelor, master)
Operations within the School of Health Sciences (VHB) the operations at the School of Education and Behavioural Sciences (PED) that concern work life science, psychology and sociology and the operations at the School of Business and IT (HIT) that concern leadership, administration and management in the public sector. Third-cycle education Develop new application which is inclusive and of relevance to the whole University. May be focused on Social Sustainability (for example Humanity in Society, Learning-Health- Leadership-Ethics, Life Science: Individual Work Society). Professional qualifications: Degree of Bachelor of Science in Nursing, Postgraduate Diploma in Midwifery, Postgraduate Diploma in Specialist Nursing Main areas: Area A2 Work Life Science (bachelor, master) Public Administration (bachelor, master) Psychology (bachelor, master) Sexual and Reproductive Health (master, bachelor) Sociology (bachelor) Health Care Administration (bachelor) Health Care Informatics (bachelor) Caring Sciences (bachelor, master) Health Sciences specialising in Nursing (bachelor, master)
Operations within the Swedish School of Library and Information Science (BHS), as well as operations at the School of Education and Behavioural Sciences (PED) that focus on teacher training, and operations at the School of Business and IT (HIT) with a focus on informatics. Third-cycle education Library and Information Science Professional Qualifications: Degree of Bachelor of Arts in Pre School Education, Degree of Master of Arts in Primary Education, Degree of Master of Science in Secondary Education. Main Areas: Library and Information Science (third-cycle level) Library and Information Science (bachelor, master) English (bachelor) Informatics (bachelor, master) Information Architecture (bachelor) Pedagogy (bachelor, master) Educational Work (bachelor, master) Educational Science (bachelor, master) Area A3
Indication of the scope of the areas AreasNumber of Teachers Number of Doctoral Students Number of Professors and Readers Number of FTEs A1approx. 150approx. 66approx. 25approx. 2400 A2approx. 90approx. 22approx. 15approx. 1250 A3approx. 160approx. 40approx. 22approx. 2000 Two of the recommended areas can be considered to be of equal size regarding number of students and number of teachers. A2 is slightly smaller. However, all three areas are believed to be big enough, provided a positive development of research and post-doctoral studies (statement, controllers).
Advantages of the recommendation, I Strengthens third-cycle education rights by strengthening research environments The Swedish National Agency for Higher Education's statement highlighted: The collaboration between Resource Recovery and Textiles and fashion (especially with Textile Materials) The need for improved supervision capacity for both Textile Materials and Textile Management. A desirable development of Library and Information Science towards cultural organisation, information and knowledge management, and pedagogy. A2 has a good foundation for renewed rights application(s) in collaboration with others who are not included in the existing rights. This may benefit the University of Borås' operations as a whole.
Stable and well-funded areas within educational operations Each area has one prioritised, stable professional education and training programme in accordance with the Swedish Higher Education Authority's assessments (engineer, nurse, teacher respectively) as well as "volume programmes" at the University of Borås = an issue of resources from a financial and expertise perspective = a lower application load in an educational programme may be compensated According to the Swedish Higher Education Authority, the need to educate human resource specialists and librarians is expected to fall. The recommendation supports efforts to markets the University and increase attractiveness, as well as reducing vulnerability The collaboration between the operations at HIT that concern trade/industry and the THS, which are important to the quality assessment of the Business Administration degree will be made more clear. All Business Administration and Engineering programmes would be strengthened by being placed within the same area. Advantages of the recommendation, II
Support for the recommendation in interviews, online interviews and in the reference and analysis groups The interviews and online questionnaires show support for several core aspects of the recommendation. The majority of the reference and analysis groups have backed the recommendation. In some cases with additional adjustments and clarifications. There are also strengths concerning Balanced Economy by allowing the recommended areas to better carry their economies and enable them to make internal allocation of resources to minimise vulnerability Stronger environments and clearer focus on third-cycle education rights which can also help strengthen the University of Borås brand as a whole, and the brands of the Swedish School of Textiles and the Swedish School of Library and Information Science Having/acquiring third-cycle education rights in each area helps retain post docs and senior researchers. Advantages of the recommendation, III
Suggestions for overall forms of organisation Matrix-like organisation which promotes cross-pollination and critical mass between various areas regarding research, third-cycle education and education. Overall management function on the Vice-Chancellor level concerning research and third-cycle education, such as Responsibility for a comprehensive and coordinated prioritisation of research investments and follow-up of strategic research funds. Coordinating development of existing third-cycle education rights and of new third-cycle education environments. Coordinating activities and ways of working in third-cycle education to promote quality. Having a comprehensive responsibility for collaborating with other universities/higher education institutions regarding admitted doctoral students Overall management function on the Vice-Chancellor level concerning research education activities, such as Having responsibility for planning the range of education programmes offered Having responsibility for coordinating teacher resources Having responsibility for producing objective and vision documentation for the education activities During Phase 2 b missions, roles and areas of responsibility will be investigated
Decision-making process for Phase 2a 5 SeptemberPresentation of interim report to the Vice- Chancellor 11 SeptemberVice-Chancellor disseminated negotiation documents 18 September Negotiation with labour union parties 26 September Documents regarding board decisions are delivered for preparation for the Governing Board's meeting 16 October Governing Board's meeting and decision regarding overall structures and principles for a new organisation of Borås University
In conclusion A recommendation that takes all impact goals and guiding principles into consideration. During our data collection, we have taken care to especially take in account data that supports the development of complete environments and here primarily text regarding third-cycle education rights, and employee suggestions. A broad participation has been a guiding principle of the data collection. Transparency has been vital for our work procedures and in providing our analysis. Consultations have been carried out continuously with union representatives and head safety officers. The Project Management Group has included the head of the student union. We wish to thank all our colleagues who have participated in web questionnaires, interviews, reference and analysis groups – and who have in other ways contributed to our work. We feel that there has been a widespread interest in contributing to the development of the University. Even though our time constraints have been strict, the answers that we have received have been well thought out and formulated.
Risks of the recommendation, I RiskComment Regarding third-cycle education rights That we do not acquire third-cycle education rights for area A2 The University's need to educate doctoral students (as future senior lecturers) cannot be satisfied with the current post-doctoral education rights We recommend that a new, wide, more inclusive application is formulated – primarily with operations that are currently hardly included in the current rights (PED, VHB, Organisational and Human Resources Development in Society (OPUS), Public Administration) Borås University also needs to strengthen its cooperation with other higher education institutions/universities and consider it to be an over-arching priority to develop the third-cycle education rights Regarding profile areas That the clear profiles of strong brands may be weakened in larger environments which includes more areas of knowledge That other research and educational areas may be overshadowed by a greater focus on third- cycle education rights The brand issue needs to be investigated and related to the decided (new) organisation An analysis is needed regarding which educational programmed and areas of research to prioritise Regarding research collaborations There are research collaborations that are not strengthened by the recommended organisational structure A comprehensive management and coordination of research that promotes collaboration across various areas is needed. The management of the research needs to be dynamic and flexible
Regarding education collaborations Educational collaborations that are not strengthened by the structure Teachers in education programmes (finance programmes and the Human Resource programme, according to received statements) have their employment in several different areas. A comprehensive management and coordination of education that promotes collaboration across various areas is needed. Regarding the areas' strength Area A1 will during the initial stages be significantly stronger with regards to research funding, both externally and internally. This would for example mean an internal imbalance of power between the areas. A long-term strategic strengthening of areas A2 and A3 is needed with regards to research funding. However, all three areas are deemed to be large enough from a financial standpoint, provided a positive development of research and third-cycle education Regarding the value of joint organisation of schools in new environments Reorganising the old schools into new areas may entail difficulties in coordinating and managing, conflicts of interest, reduced efficiency, subdivisions and thus lost benefits of the joint organisation. There is a risk of old structures being maintained. Need for joint organisation (analysed in Phase 1) must be weighed against potential risks The implementation phase needs to be carefully assessed, planned and carried out with the aid of various parties, including experts in change management The head of functions play an important part during the implementation phase. When appointing new regional heads, special consideration should thus be shown toward capacity and willingness to cooperate and having an overall view based on the University's overall objectives. An ability to lead and integrate operations of disparate character is also necessary. Regarding implementation The areas are currently not physically located near each other. Risk of maintaining old structures The physical placement needs to be drawn up before implementation Risks of the recommendation, II
Other suggestions and comments Suggestions and notesComment Graduate School (which includes second and third-cycle studies) The recommendation may be attractive based on strengthening the second and third-cycle studies. The drawback mainly concerns the impact goal of having complete academic environments (which should include education on first, second and third-cycle level). There were also arguments emphasising the value of cohesive complete academic environments. The suggestion could be satisfied by a University-wide management and coordination of research and post-doctoral studies. Suggestions for two educational units, one knowledge centre (which coordinates management, steering and organising) and one unit for research and third-cycle studies The suggestion may be attractive for several reasons, for example by strengthening research, third-cycle studies, education and the field of management/steering/organisation. From an overall perspective, the suggestion does not support the impact goal of having complete academic environments, as it divides education and research. The two education units resemble recommendation C which did not garner support. According to the established principles regarding objectives (i.e. "One unit shall be responsible for operations that affect all units") a knowledge centre should be established in one of the areas. Based on the size of the areas and the third-cycle education rights, such a unit might be placed in area A2.
Suggestion to have the artistic activities located in their own area. The suggestion emphasises the unique nature or artistic activities in the academic world. However, in the Swedish National Agency for Higher Education's decision regarding third-cycle education rights, there was an emphasis on the importance of joint organisation of Textile and Fashion (general and artistic part). In order for the artistic activities to receive sufficient space within A1, we recommend that the issue of a possible need for a special organisation of the artistic activities is investigated during Phase 2b and Phase 3. Suggestion regarding Areas A2 and A3 regarding including the PED instead of OPUS in A2. Suggestion to include Industrial engineering in area A2 instead of A1 There are coordination benefits in the education programme between PED and VHB. Both lack third-cycle education rights which also speaks in favour of cooperation. However, the Project Management Group refers to data from its data collection in June that clearly shows that the already existing collaboration between BHS, PED and IT is beneficial. There is currently educational collaboration between Industrial Engineering and OPUS, HIT and THS as well as research collaborations between Industrial Engineering and VHB, THS etc. It could however be a drawback to not have a stable professional education and training programme (engineer) contained in one area. According to these suggestions, there is a possibility to collaborate within recommendation A. Furthermore, the development of several other operations (such as those mentioned above) could be included in the development of area A2 if it was perceived as beneficial (for example by offering greater room for strategic manoeuvring). Suggestions for faculty organisation A faculty organisation implies both further organisational levels and a mixing of committee and line responsibility. This type of organisation has previously been rejected by the University. Other suggestions and comments