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Institutional Buy-In

Institutional Buy-In. Richard Brotherton GIMIS Janthia Duncan TISR Rob Stafford SMILE. Institutional ‘Buy-In’. Unless commitment is made, there are only promises and hopes; but no plans . Peter F. Drucker. What is Institutional ‘Buy-In’?.

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Institutional Buy-In

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  1. Institutional Buy-In Richard Brotherton GIMIS Janthia Duncan TISR Rob Stafford SMILE Supporting Further and Higher Education

  2. Institutional ‘Buy-In’ Unless commitment is made, there are only promises and hopes; but no plans. Peter F. Drucker Supporting Further and Higher Education

  3. What is Institutional ‘Buy-In’? This normally means that an initiative is embedded in an organisation’s processes resulting in a commitment of resources e.g. money, acceptance of a reduced service, willingness to give up time to attend consultations. Supporting Further and Higher Education

  4. Why an MLE development must have institutional ‘Buy-In’ • More than ‘lip service’ • Provide the development with the ‘teeth’ • Writtle (3000 FTE) • Managed by a fairly small senior core • Developers empowered to drive the re-evaluation of processes • Sunderland (12000 FTE) • Development carried out under the auspices of a Project Team • It is led by a senior academic and a senior administrator, under the direct line management of a PVC • Ravensbourne (1000 FTE) • highly focused IT team • People have difficulty getting from the desire for improved resources to proper involvement and ‘buy-in’ Supporting Further and Higher Education

  5. Who should be ‘Buying-In’? • Institution ‘buy-in’ should be evidenced at several levels • Senior Management Team • Faculty Management • Departmental Management • Management at each level should be persuaded of the merits of the MLE • Writtle College • GIMIS has a steering group that comprises members from all levels, ensuring that the process of decision-making is open and effective. • Sunderland • Project’s philosophy is to be as inclusive as possible, in order to leverage as much of the University’s significant expertise as possible to ensure that sound and valid choices were made. • Ravensbourne • TISR has a steering group that has changed during the life of the project, to include a wide range of parties, including administration staff, Directors of Studies (DoS), Students and Consortium members. Supporting Further and Higher Education

  6. How should ‘Buy-In’ be evidenced? In the same way that management should see the prospect for tangible benefits, there should be some tangible evidence of their commitment to the development of an MLE. • Writtle College • The GIMIS project is driven through a series of documents, agreed and signed by Stakeholders, which serves to formalise the scope of the project and provide confidence in the direction of the project. • Sunderland • The SMILE project adopted the stance that the ‘buy in’ analysis focus on who engaged with the initiative, and where they are positioned in the institution. Areas or personnel under represented were then targeted as appropriate. • Ravensbourne • The TISR project buy-in has been evidenced through the commitment of individuals and departments to consultations and meetings; through the deployment of resource to support the project; through the subordination of other projects; and through adjustments to schedules. Supporting Further and Higher Education

  7. What ‘teeth’ should ‘Buy-In’ provide? To be effective, an MLE team needs to be able to affect an holistic development that encompasses all parts of the institution, providing the greatest overall benefit to the entire institution. • Writtle College • The GIMIS team have been given a remit that allows reviews in all areas of the college. The reviews are carried out by the appropriate departmental staff in discussion with the development team, with a view to ‘co-operative improvement’. • Sunderland • The SMILE team enabled personnel at key locations within the institution to quantify the real benefits and opportunities of involvement and engagement with the project, through a series of business process reviews. • Ravensbourne • The TISR team recognises that it would be helpful if there were more pressure on course teams to engage fully with the kind of planning and organisation needed when using information systems. Nevertheless, the new DoS operational management group shows signs of gradually moving in this direction. Supporting Further and Higher Education

  8. What happens without Evidenced ‘Buy-In’? Without visible support • Success will potentially prove illusive. • There is no true commitment or incentive to drive the project • It would be possible for a single uncooperative department to seriously limit the effectiveness of an MLE. • However a tenacious, focused team that is prepared to make sympathetic interpretations of systemic muddle or cultural idiosyncrasy can still entertain hope of success! Supporting Further and Higher Education

  9. Building ManagedLearning Environmentsin Higher EducationInstitutional Strategy Supporting Further and Higher Education

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