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Data Management in the 21 st Century University System: Trends and Current Issues by O. A. BAMIRO Professor of Mechanical Engineering University of Ibadan.

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Presentation on theme: "Data Management in the 21 st Century University System: Trends and Current Issues by O. A. BAMIRO Professor of Mechanical Engineering University of Ibadan."— Presentation transcript:

1 Data Management in the 21 st Century University System: Trends and Current Issues by O. A. BAMIRO Professor of Mechanical Engineering University of Ibadan

2 THE CENTRAL MESSAGE I. A 21 st Century university is one that strategically manages its resource flows to achieve its collectively-defined vision and mission in relation to its research agenda and the production of graduates with global skills. II. New world realities are challenging our adaptive capacities. We must develop our adaptive capacities rather than our technical capacities. We must distinguish between adaptive and technical work. III. Businesses (universities) should adopt systems thinking and the systemic analysis approach in evaluating the environment and devising strategies.

3 THE CENTRAL MESSAGE IV. Universities everywhere require leadership and expertise capable of participating in an increasingly complex and globalised world. Universities can demonstrate “world-class” thinking and policy development in the sense that they employ state-of-the-art solutions to pressing challenges of the twenty first century. One of these solutions is the development and implementation of a strategic plan. Institutions must “think” globally without losing sight of their national and local environments.

4 THE CENTRAL MESSAGE V. SP is a conscious process by which an institution assesses its current state and the likely future condition of its environment, identifies possible future states for itself, and then develops organised strategies, policies and procedures for getting to one or more of them. SP seeks to answer the questions: What is this university about? What would we like it to be? What should that entail? How can we get there?

5 VI. It is inconceivable that an institution can be talking about strategic planning without data. There is a saying that – if you cannot measure it, you cannot manage it. VII. What is required in a 21 st century university is the establishment of an institutional framework for data gathering and analysis to support evidence-based policy and management of the system. VIII. The present situation in our Higher Education sector dictates that we move from the mere administration of resources of old to the present demand of quality management of resource flow in the university. THE CENTRAL MESSAGE

6 IX. The basic data elements involved in the overall management of a university exist in the following major forms:  Student Profile (Undergraduate and Postgraduate)  Staff Profile (Teaching and Non-Teaching)  Programmes run in the system  Student course registration and performance  Physical Assets (Buildings, Labs, Equipment, etc.)  Staff Housing  Student Hostel Accommodation  Infrastructural support (Energy, Water, Roads, ICT)  Staff and Students Healthcare  Financial Resources THE CENTRAL MESSAGE

7 X. Highly required is an integrated system providing the very much-needed interconnectivity of the various data elements while ensuring data integrity and analysis to generate operational and management information towards decision making. THE CENTRAL MESSAGE

8 The Structure of Presentation World-Class University or Globally Competitive 21 st Century University: What is it? The challenge of building one. The Basic Features of Strategic Planning and its Implementation Resource Planning Model Enterprise Resource Planning Model Windows to sample data and information to support operation and mangement of the system. Institutional framework for data gathering and analysis. Concluding Remarks

9 World-Class University or Globally Competitive 21 st Century University: What is it? The challenge of building one.

10 Current Global Trend In the last two decades, higher education worldwide has moved from the periphery to the centre of governmental agendas in most countries. Universities are now seen as crucial national assets in addressing many policy priorities, and as:  sources of new knowledge and innovative thinking;  providers of skilled personnel;  contributors to innovation;  attractors of international talent and business investment;  agents of social justice and mobility;  contributors to social and cultural vitality; and  determinants of health and well-being. (Boulton) >>> Economic growth-oriented model >>> Triple Helix

11 “…This is a something for something deal. This is not just a closing of the gap. It is an investment by the Scottish government” Mark Batho, Chief Executive of the Scottish Funding Council (SFC) while announcing £1.02 billion of funding in 2012/2013 for the 19 Scottish HEIs.

12 The SFC and individual universities had to draw up agreements in areas such as:  Access  Retention  Flexible degrees  The employability of students  Translating research into more opportunities for Scottish business. “… sanctions would have to be part of the process. If it does not have teeth it won’t be worth the paper it’s written on”. Bartho

13 The Overall Challenge Our universities are expected to produce not only products with the requisite skills set to drive the economy, but, also, most importantly, to engage in research and innovation for socio-economic development. Helping to transform our economy from resource-driven to knowledge-driven. This will necessarily involve our transformation into globally competitive or “world-class” institutions to gain relevance.

14 Global Ranking- What is it? Ranking of world universities published by the Times Higher Education Supplement (THES) in September 2005 created a major controversy in Malaysia when it showed the country's top two universities slipping almost 100 places compared with those of the previous year. Notwithstanding the fact that the big drop was mostly the result of a change in the ranking methodology - which was a little known fact and of limited comfort - the news was so traumatic that there were widespread calls for the establishment of a royal commission of inquiry to investigate the matter.

15 A few weeks later, the Vice-Chancellor of the University of Malaya stepped down. This strong reaction was not out of character for a nation whose current Ninth Development Plan aims at shaping the transformation of the country into a knowledge-based economy with emphasis on the important contribution of the university sector. Jamil Salmi

16 Ten Topmost Ranked Universities: 2012 RANKSHANGHAI RANKINGTHES RANKING 1Harvard UniversityCalifornia Inst. of Tech 2Stanford University 3Massachusetts Inst. of TechUniversity of Oxford 4University of California, BerkleyHarvard University 5Cambridge UniversityMassachusetts Inst. of Tech 6California Inst. of TechPrinceton University 7 Cambridge University 8Columbia UniversityImperial College, London 9University of ChicagoUniversity of California, Berkley 10University of OxfordUniversity of Chicago

17 Shanghai Ranking Criteria for Universities CriterionIndicatorWeight Quality of Education Alumni of an institution winning Nobel Prizes and Fields Medals 10% Quality of Faculty Staff of an institution winning Nobel Prizes and Fields Medals 20% Highly cited researchers in 21 broad subject categories 20% Research Output Papers published in top outlets20% Papers indexed in Science Citation Index- expanded and Social Science Citation Index 20% Per Capita Performance Per capita academic performance of an institution 10% TOTAL100%

18 Times Higher Education Supplement (THES) (13 PIs grouped into 5 areas) 1. Teaching: the learning environment (30% of overall ranking score) 2. Research: volume, income and reputation (30%) 3. Citations: research influence (30%) 4. Industry income: innovation (2.5%) 5. International outlook: staff, students and research (7.5%)

19 Universities are excluded from the THES World University rankings if they do not teach undergraduates; if they teach only a single narrow subject; or if their research output amounted to fewer than 1,000 articles between 2006 and 2010 (200 a year) The Universities that feature among the top 100 in the world rankings have been labelled “World Class Universities”.

20 What is a world-class university? ‘everyone wants one, no one knows what it is, and no one knows how to get one’ Altbach 2004

21 Attributes of a World-Class University/Globally Competitive 21 st Century University Highly qualified faculty Excellence in research Quality teaching High levels of government and non-government sources of funding International and highly talented students Academic freedom Well-defined autonomous governance structures Well-equipped facilities for teaching, research, administration and student life. International reputation of the university University’s contribution to society

22 Jamil’s Model Superior results of world-class institutions (highly sought graduates, leading-edge research, and technology transfer) can essentially be attributed to three complementary sets of factors at play in top universities: High concentration of talent (faculty and students)  Able to attract the most qualified professors and teachers  Ability and the privilege to select the most academically qualified students  A high proportion of carefully selected graduate students

23 Weight of graduate students 23

24 Jamil’s Model Abundant resources to offer a rich learning environment and to conduct advanced research:  Budget allocation by the proprietor  Tuitions fees  Contract research from public and private firms and agencies  Financial returns generated by endowments and gifts.

25 Jamil’s Model Favourable governance features that encourage strategic vision, innovation, and flexibility that enable institutions to make decisions and to manage resources without being encumbered by bureaucracy: The overall regulatory framework The degree of academic and managerial autonomy that the university enjoys The university can manage its resources with agility and quickly respond to the demands of a rapidly changing global market

26 Jamil’s Model Favourable governance: An inspiring and persistent leaders, a strong strategic vision of where the institution is going A philosophy of success and excellence A culture of constant reflection, organizational learning and change Less cumbersome bureaucracies and externally imposed standards


28 Checklist at Institutional Level How can the institution build the best leadership team? What are the vision and mission statements, and what are the specific goals that the university is seeking to achieve? In what niche(s) will it pursue excellence in teaching and research? What is the target student population? What are the internationalization goals that the university needs to achieve (with regard to faculty, students, programmes, and so forth)? What is the likely cost of the proposed qualitative leap, and how is it going to be funded? How will success be measured? What monitoring systems, outcome indicators, and accountability mechanisms will be used?

29 ELEMENTS IN STRATEGIC PLANNING The highest body of an institution i.e. the governing council in tertiary institutions All stakeholders of the institution A committee with small sample size representing all interest groups of the institution Environmental scanning or SWOT analysis Core values, vision, mission, gap analysis and implementation plan Monitoring, evaluation and feedback mechanisms


31 UI Strategic Issues 1. Management and Governance 2. Teaching and Learning 3. Research, Development and Innovation 4. Human Resources Development 5. Community Service & Partnership 6. The Environment 7. Staff and Student Welfare 8. Finances 9. Gender Mainstreaming (GM) 10. Programme Development 11. Internationalization 12. Quality Assurance (QA)

32 The Database Structure to drive the implementation of Strategic Plan The database structure comprises two main computer-based platforms: ◦ The Resource Planning Model (RPM) ◦ The Enterprise Resource Planning (ERP) Model

33 The Resource Planning Model (RPM) The general objective of a Resource Planning Model (RPM) is to put in place a dynamic system for determining the temporal quantum of resources required by the institution within a particular time frame, and to consciously strategize on the ways to raise such funding so as to become less and less dependent on the vagaries of the fluctuations of the fortunes of the government. An RPM is geared towards the capture of the major operations of the institution and the resource flows to support them, in order to ensure that the institution’s units are financially well structured and transparent while striving to achieve and maintain financial balance within the operating environment.

34 Identified Elements of Resource Planning Model (RPM) for HEIs in Nigeria

35 Elements of the Income Streams

36 Resource Outflow: Recurrent Expenditure

37 Resource Outflow: Capital Expenditure

38 The Resource Planning Model (RPM) The RPM has been operationalized in terms of an Enterprise Resource Planning (ERP) integrating the various modules shown below. At the University of Ibadan, the proposed system comprises 15 modules to be installed at different units in the university with the aggregated data generated by each module being streamed into a centralized server to generate management information for decision support.

39 The Enterprise Resource Planning Model (ERP)

40 Location of Modules of the ERP

41 Academic Planning Functional Linkages


43 SAMPLE OUTPUTS Pocket Statistics Energy Consumption Healthcare System Management Hall Management Projects Management

44 Pocket Statistics Staff Profile Students Profile Students Hostel Accommodation Academic Staff with Ph.Ds Students-Staff Ratio Students Performance Indicators Staff Journal Publications on Faculty/School/College Basis





49 FACULTYNUMBER OF UG PROGRAMMES AND STATUS OF ACCREDITATION BY NUC Total FullInterimDenied Agriculture & Forestry 31 4 Arts15 Basic Med. Sciences2 2 Clinical Sciences21 3 Dentistry1 1 Education7 7 Law 1 1 Pharmacy1 1 Public Health1 1 Science The Social Sciences5 5 Technology71 8 Veterinary Medicine 1 1 TOTAL







56 Profile of Students Accommodated in the 12 Halls of Residence (2007/2008) Number of Undergraduate Halls (Female Only)2 Number of Undergraduate Halls (Male Only)6 Number of Mixed Halls ( Male & Female)4 Total Postgraduate Male Students Accommodated669 Total Postgraduate Female Students Accommodated634 Total Undergraduate Male Students Accommodated4,187 Total Undergradaute Female Students Accommodated2,732 Female Students Accommodated as Percentage of Total Registered Female45% Male Students Accommodated as Percentage of Total Male Registered43%

57 Profile of Staff Accommodated (2007/2008) Total Number of Senior Staff (Teaching and Non-Teaching)3,046 Number of Senior Staff Accommodated on Campus607 Total Number of Junior Staff1,414 Number of Junior Staff Accommodated on Campus402 Percentage of Senior Staff Accommodated on Campus20% Percentage of Junior Staff Accommodated on Campus28%



60 Active External Research Grants LOCATION NO. OF PROJECTS COMPONENTS $ £ € N Main Campus 50 1,907, ,962 33,987 College of Medicine 56 9,001,262 60, ,793 30,119 TOTAL 10,908, , ,780






66 Sample Outputs of Energy Module

67 Diesel Consumed at UI Power House in Year 2010

68 Diesel Consumed at other Locations in Year 2010

69 Monthly PHCN Bill for University of Ibadan in Year 2010

70 Sample Outputs of The Healthcare Service Delivery Module


72 Inventory of Drugs

73 Sample Outputs of the Hall Management Module


75 OVERALL COST STRUCTURE OF HALL O & M ITEM AMOUNT (Million Naira) % CONTRIBUTION Provision of Electricity % Provision of Water % Staff Salaries and Allowances % Cleaning Contracts % Repairs/Mtce % Subventions 6.992% TOTAL %



78 Sample Outputs of the Projects Manager Module

79 Elements Captured by the Projects Manager Project Title Contractor Contract Sum Date of Award Completion Period Project Status Variation Amount paid Remark Category of projects Year of Award.



82 Sample Outputs of the Projects Packaging under the TETFUND Special Intervention




86 Pressing Issue #1 How can a university determine the cost of provision of quality service, the resource inflow and the resulting shortfall that may be covered by the payment of tuition fees by students per programme offered?

87 Pressing Issue #2 What is the workable institutional framework that a university should put in place in terms of academic and/or professional staff in managing the various data generation and analysis platforms?

88 CLOSING REMARKS The development of data and information processing system is a sine- qua-non to the management of a 21 st century university through the implementation of its strategic plan. It is, however, first and foremost a most invaluable decision-support system. The need for accurate and timely data gathering and processing calls for some degree of professionalism in managing the system.

89 CLOSING REMARKS But most crucial, is the existence of a leadership that imbibes the culture of management that values data-driven and evidence-based operational policy and decision making.


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