Presentation on theme: "Perspectives and expectations of the University in rebuilding their processes in research, teaching and administration HUMANE Seminar: Does informationtechnology."— Presentation transcript:
1Perspectives and expectations of the University in rebuilding their processes in research, teaching and administrationHUMANE Seminar: Does informationtechnology change university management?University of Lisbon, 2010 November 19 & 20Hans-Jürgen Simm, Chancellor of the University of Bielefeld
2The 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.“
3What do you want your university to achieve? Your university is or is to becomea highly regarded, successful university or college of applied sciences with outstanding achievements in research and / or teaching.
4To reach this aim you need Highly motivated academics who are passionate about teaching and researchStudents who study with passionBoth prepared to make every effort to fulfil the highest expectations
5What is it (often) like in the real world? Academics who complain aboutlack of moneylack of timeexcessive bureaucracyimpenetrable processesmuddled BA /MA structuresadministrative inflexibilitylack of efficiency and so on
6Protesting students who complain about lack of freedom in their studiesexcessive workloadlack of transparency in grading and exam structuresovercrowding in seminar roomsand lecture hallsunclear distribution ofresponsibility and so on
7Malicious tongues claim: the discrepancy between aim and reality could not be bigger!
8Responsibility lies with: PoliticiansBundestag (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?
9In our universities we can together shape those elements lying within the growing domain of university autonomyPoint of departure:Expectations of our academics and our students
10Outline 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 BielefeldConclusion
11Expectations of academics and students 1.1 What sort of people are they?1.2 What do they expect of the university?
121. Expectations 1.1 What sort of people are they? Digital naturals with wide knowledge of IT-technologiesused to obtaining unlimited information from the internet with notebooks and extensive W-LAN provisioncommunication via Facebook or Twittermusic via I-Tunesonline-banking and online travel-bookingThey are (we trust) highly intelligent, have the highest ofstandards, but also the potential to be highly critical
131. Expectations1.2 What do these people expect of the university? (The academic and student perspective)An intellectually stimulating atmosphereOutstanding quality of contentAn organisation which permits full focus on research, teaching and study
141. ExpectationsTransparent, speedy and simple access to content, to scientific information (knowledge services)Guarantee of optimal processing of this information for research, teaching and studyWorld-wide access (mobility)Secure processing and communication proceduresConstant accessHigh quality of service
151. 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 workCooperation platformsUse of shared resources (data service centre)
161. 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-learningKnowledge services, acces to publishing companiesFully computerised routine processes of academic administration (e.g. registration of students, signing on for courses, credits, certificates)
172. Why do we not fulfil these expectations? 2.1 People and philosophies of yesteryear…2.2 Structures of yesteryear
182. Why do we not fulfil these expectations? 2.1 People and philosophies of yesteryearTeaching: in large lecture hallsResearch: in splendid isolation and freedomFinancing: input-oriented, no differentiation between research and teachingPhilosophy of self-regulationAdministrative philosophy
192. Why do we not fulfil these expectations? Philosophy of self-regulationVested-interest orientedPower-orientedHierarchy-orientedRule-orientedSafety-oriented
202. Why do we not fulfil these expectations? Administrative philosophyorganisingregulatingenforcingsupervisingOrientationThe law
212. Why do we not fulfil these expectations? 2.2 Structures of yesteryearProfessorial, institute and faculty structuresAdministration: hierarchical structureFunction-orientationIT-structures based on function-orientation
222. Why do we not fulfil these expectations? Function-orientation
232. Why do we not fulfil these expectations? Problems of function-orientationIsolated solutionsCompartmentalised thinkingMany intersectionsMore coordinatory effort requiredDuplication of workCommunication breakdownsInsufficient informationDepartment-level responsibilities
242. Why do we not fulfil these expectations? IT-structures up to 1990: large-scalecentral solutionsfrom 1990: decentralised small-scalesolutions based on function orientationThus: increased efficiency through unchanged adoption of existing processes in IT-systems
253. What needs to be changed? 3.1 People and philosophies3.2 Structures
263. What needs to be changed? 3.1 People and philosophiesTeaching: lecturesResearch: splendid isolation and freedomFinancing: input-oriented, no differentiation between research and teachingPhilosophy of self-governmentAdministrative philosophyInteractive forms of teaching and learningAdditionally: cooperation, target orientationOutput-oriented, separation of research and teachingMore entrepreneurial-orientationCost-efficiency and service orientations
273. What needs to be changed? Service orientation for the clients (customer relationship-management)For instance: campus management systemDifferent types of customer (interest groups)ProfessorsStudentsAdministratorsExternal groupsThe challenge: understanding the needs of customers and aligning these with the options of the IT-organisation.
283.What needs to be changed? 3.2 StructuresFrom function to process orientationFrom decentral function-oriented IT-processes to integrated IT solutions
303. What needs to be changed? Advantages of process orientationTrans-sectoral thinkingFewer interfacesQuicker processesStandardisationClearly defined cooperationTransparency
313. What needs to be changed? ProcessesThe following process types must be distinguished:Processes within the universities (internal processes), e.g. the Bologna processProcesses in the framework of scientific cooperation (cooperative processes), e.g. E-learning, SPAM-protectionProcesses with participants outside academia, e.g. licence providers, publishers
323. What needs to be changed? It is not the function of the management directionto organise the process levelto organise the data levelBut to securethe harmonisation of the infrastructural level of IT-operations inclusive of portfolio management
333. What needs to be changed? Up to Large central solutionsFrom Decentral small solutionsToday Integrated solutions:networked, process oriented
343. What needs to be changed? Integrated information managementNo physical separation between the systems science and administrationEverything accessible via the net (Cloud)Everything accessible via portalsBusiness processes and supporting IT-processes comprehensively synchronisedThe links between the individual systems largely automatised and independent of human intervention
353. What needs to be changed? Consequences of integrated information management:Alignment of processesAlignment 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 servicesIntegrated information management processes can thus become innovative power-engines for modern universities
363. What needs to be changed? A major problemResponsibility, status, powerWith regard toadministration - facultiescentral admin - decentralised admincentral IT (RZ) - decentralised ITAdmin dept., head office - Admin dept., head office
373. What needs to be changed? The power issue: central or decentralisedbecomes irrelevant against thebackground of integrated processes
38Outcome re 3. What needs to be changed? Target orientationService orientationCost-effectiveness orientationProcess orientationIntegrated solutions
394. ExampleProcess-oriented SAP-introduction at the University of Bielefeld
414. Example Aims Enhanced quality Increased freedom of action Acceleration of processesGreater transparencyAvoidance of redundant activitiesOptimisation of resourcesGreater satisfaction of academics and students
421 2 12 75 4. Example: level concept and process architecture Prozesslandkartemit ProzessbereichenAnzahl Modelle1Ebene 0WKDProzessbereichmit Hauptprozessen2Ebene 1WKDHauptprozessmit Prozessen12Ebene 2WKDDie 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/HRHauptprozess: PersonalbeschaffungProzess: Bewerber auswählenProzessschritt: Bewerberdaten erfassenProzessmit Aktivitäten75Ebene 3EPK + FB
454. Example: SAP – The solution for the University of Bielefeld WMDX-FlowSRMBestelltoolAIVergabeFIFinanzenFI-AAAnlagenMMMaterial- wirtschaftPSProjekt- systemCOControllingHCMPersonalSAP
465. ConclusionIf we are to fulfil the expectations of current and of future generations of academics and students, we must order our own affairs optimallyCentral role of university IT in generating increased efficiencyDeveloping strategic university IT is one of the main functions of university administration
475. ConclusionDoes information technology change university management?Yes, at least with regard to the provision of service infrastructure in all fields of research, teaching and administration.