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Development of a future University Organisation

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.

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Development of a future University Organisation

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  1. PROJECT“ORGANISATIONAL DEVELOPMENT 2013-2014 ”AT THE UNIVERSITY OF BORÅSThe Project Management Group's Recommendations for overall structures and principles05/09/2013

  2. 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.

  3. 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.

  4. Foundations for the work in Phase 2 Guiding principles 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 • 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 • 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).

  5. 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)

  6. Resultsof 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.

  7. Recommendation A • Area A1 • Area A2 • Area A3 • Overall management function for research and third-cycle studies • Overall management function for education activities Overall management function for operational support

  8. Area A1 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 qualificationsDegree of Master of Science in Business and Economics, Degree of Bachelor of Science in Engineering Main areas:

  9. Area A2 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:

  10. Area A3 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 educationLibrary 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 Sciencein 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)

  11. Indication of the scope of the areas 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).

  12. 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.

  13. Advantages of the recommendation, II 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.

  14. Advantages of the recommendation, III 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.

  15. Suggestions for overall forms of organisation Matrix-like organisationwhich 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

  16. 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 decisionsare delivered for preparation for the Governing Board's meeting 16 October Governing Board's meeting and decision regardingoverall structures and principlesfor a new organisation of Borås University

  17. 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.

  18. Risks of the recommendation, I

  19. Risks of the recommendation, II

  20. Other suggestions and comments

  21. Other suggestions and comments

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