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A New Academic Collegiality

A New Academic Collegiality. towards integrative university governance. Prof.dr. Frans A. van Vught Rector Magnificus University of Twente The Netherlands. The University’s Most Fundamental Dimension:. Knowledge

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A New Academic Collegiality

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  1. A New Academic Collegiality towards integrative university governance Prof.dr. Frans A. van Vught Rector Magnificus University of Twente The Netherlands

  2. The University’s Most Fundamental Dimension: Knowledge ‘In universities knowledge is discovered, conserved, refined, transmitted and applied’ (Clark, 1982)

  3. Basic University Characteristics • Professional autonomy • Organisational fragmentation • Fragmented decision-making

  4. Escalated University Characteristics • Hyperspecialisation • Balkanisation • Non-interventionism

  5. Addressing Escalated Characteristics • An external judgement • To create internal awareness • For a strategic debate

  6. Addressing Escalated Characteristics External Review to point out: • Vertical and horizontal fragmentation • Absence of shared vision • Weak academic collegiality

  7. The Entrepreneurial University (Clark, 1998) • Strengthened steering core • Expanded development periphery • Diversified funding base • Stimulating academic heartland • Integrated entrepreneurial culture

  8. Addressing Escalated Characteristics Strategic Internal Debate to focus on: • Lack of strength of academic heartland • Lack of integrating processes • Search for ‘new academic collegiality’

  9. Organising the Strategic Internal Debate • Create fora for strategic development • Share leadership in coordinating team • SWOT’s of teaching & learning and research • Analysis of organisational fragmentation • Analysis of decision-making structure

  10. Fora for Stratigic Development • Management Team: executive + middle layer • Central Committee on Teaching & Learning: deans • Central Committee on Research: research directors

  11. Shared Leadership in Coordinating Team • Management Team: binding advisory role • Planning & Control cycle: management contracts and performance indicators • Institutional Research: objective management information

  12. SWOT’s in Teaching & Learning and Research • Internal self-studies • External peer-reviews • Discussions in Management Team • University-wide projects

  13. SWOT’s in Teaching & Learning and Research • Introduction of Bachelor/Master model and Major/Minor concept (Teaching & Learning) • Design of Portfolio-analysis (Research)

  14. Portfolio-analysis • To determine research priorities • ‘Spearheads’ and ‘potentials’ • Bottom-up selection process • Criteria: quality and relevance • Indicators: international impact scores and ability to capture external funds • Prognostic analysis

  15. Analysis of Organisational Fragmentation • Structure follows strategy • Focus on faculty-barrieres • Introduce concepts of ‘merger’ and ‘matrix’

  16. Analysis of Decision-Making Structure • Priority for academic decision-making • Focus on transaction and overhead costs • Combine decentralised and university-wide decision-making

  17. Process and Results • Slow process • Mentality change • Crucial: communication to create ‘ownership’ • Less fragmentation • Organisational adaptations • Stronger awareness university interests • ‘New academic collegiality’

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