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Perspectives and expectations of the University in rebuilding their processes in research, teaching and administration HUMANE Seminar: Does informationtechnology.

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Presentation on theme: "Perspectives and expectations of the University in rebuilding their processes in research, teaching and administration HUMANE Seminar: Does informationtechnology."— Presentation transcript:

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?

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


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.

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