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Transitioning to College-Based Academic Structures at Makerere University

Explore the rationale and lessons learned in transitioning from faculty-based to college-based structures at Makerere University. Gain insights on the proposed academic and non-academic establishments, cost implications, and emerging policy issues. Understand the characteristics of the new structure, criteria used for college formation, baseline resources, and lessons learned from the College of Health Sciences. Discover the units in the new college structure and schools in transition.

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Transitioning to College-Based Academic Structures at Makerere University

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  1. Approved by University Council On 13th December 2010

  2. Presentation Outline • Preamble • Lessons Learnt from CHS • The Proposed Structure • The Proposed Academic Establishment • The Proposed Non Academic Establishment • The Cost Implication on Academic & Non Academic Staff. • Stand alone Schools • College of Health Sciences • Emerging policy issues

  3. Preamble

  4. Preamble..

  5. FACULTY-BASED STRUCTURE OF MAKERERE UNIVERSITY

  6. CHARACTERISTICS OF FACULTY-BASED STRUCTURE • BUREAUCRATIC AND INEFFICIENT • DUPLICATION OF ROLES AND PROGRAMMES • WASTEFUL • HUGE AND ARMOPHOUS • PRONE TO CONFLICTS

  7. RATIONALE FOR MOVE TO COLLEGES • It enhances decision making around the notions of efficiency and consensus. • Decisions made are honoured in deference to the professional and intellectual competence and authority of the makers, and not through politics, rules and other persuasions (Hamilton, 1997). • The benefits of implementing College Formation are greater than the cost of continuing operating under a highly constrained, centralised model.

  8. Criteria Used for College Formation • Synergy in mission and objectives of the combining units to promote optimal utilization of the ambient capacities; • Potential for resource sharing (human, infrastructural) and mobilization; • Potential for modularization of Academic Programmes, rationalization and elimination of duplications; • Capacity to form viable college substructures like Academic Boards, Administrative Boards, Procurement committees and Senate as elaborated in the College Statute

  9. Baseline Resources • Numbers of students; • Number of Programmes; • Number and Distribution of Academic Staff; • Teaching and office Space; • Number of Computer access points; • Library facilities; • Laboratory space; • Other capacity indicators considered by the National Council for Higher Education.

  10. Lessons Learnt from performance of College of Health Sciences: Lessons Learnt from CHS Strengths Weaknesses • The interrelated departments which merged into Schools have been able to effect Joint, Participatory, Strategic planning (10 year Strategic Plan supported by Norwegian government). • There has been intensive cross-curriculum development due to the synergies generated by the mergers. • Up to date modes of delivery, like Problem Based Learning, COBES, and Tele-Education have been introduced due to increased team approach to teaching and learning. Anticipated cost savings and efficiency did not materialise as more units and positions were created (Deputy Deans, Support Staff for 10 offices and 2 more Accountants) The initial budget for FY 2009/10 submitted by the College was UGX 19 billion up from UGX 8 billion in FY 2008/09. Unrealistic High Staff costs Challenges of Coordination

  11. Lessons Learnt (Cont…) These lessons have been considered in streamlining, rationalising and right sizing the New Colleges Format that brings together related fields of teaching and re-branding the research, innovations and the KTP functions of the University.

  12. College of Health Sciences

  13. UNITS IN THE NEW COLLEGE STRUCTURE • A COLLEGE A constituent unit of the University consistent with the UOTIA and offers Degrees, Diplomas and Certificates and enjoys Administrative, Academic and Financial semi autonomous status. • A SCHOOL This is an Academic Unit of a College engaged in Teaching, Learning, Research and Knowledge Transfer Partnerships (KTP) based on a focused body of Knowledge. • INSTITUTE This is a unit of a college which is exclusively research based. • CENTRE This is a unit of a college, which is largely focused on service and Knowledge Transfer Partnerships. • DEPARTMENT This is a unit of a school that deals with core functions of teaching, learning and research functions of a particular focused discipline, with at least one programme leading to the award of a degree.

  14. Schools in Transition & CHS • School of Veterinary Medicine (to access services through the College of Health Sciences); • School of Law (to access services through the College of Business and Management Sciences). • College of Health Sciences: to align its current structure to the new College format

  15. The Colleges, Directorate & Stand-alone Schools • College of Natural Sciences (CONAS) • College of Business and Management Sciences (COBAMS) • College of Computing & Information Sciences (COCIS) • College of Engineering, Design, Art & Technology (CEDAT) • College of Humanities & Social Sciences (CHUSS) • College of Agricultural & Environmental Sciences (CAES) • College of Education & External Studies (COEES) • College of Health Sciences (CHS) • Directorate Of Research And Graduate Training (DRAGT) Stand-alone Schools • School of Law • School of Veterinary Medicine • The Current format of College of Health Sciences (CHAS)

  16. Comparison of Faculty-based and College-based Structures Current administrative staffing level in the faculty/ department based model Proposed Administrative staffing level in the college- based model

  17. Structure of the College of Agricultural and Environmental Sciences (CAES) College of Agricultural and Environmental Sciences School of Food Technology, Nutrition & Bioengineering School of Agricultural Sciences School of Forestry, Environmental & Geographical Sciences Dept of Extension & Innovations Studies Dept of Agribusiness and Natural Resource Economics Dept of Agricultural Production Dept Of Food Technology & Human Nutrition Dept of Agricultural & Bio Systems Engineering National Bio-Diversity Data Bank Centre Dept Of Forestry, Biodiversity & Tourism MUARIK MUBFS Dept of Environmental Management Note: Proposed Centres Centre for Climate and Water Resources Geographic and Environmental Information Centre Centre for Waste Management Centre for Mountain Resources and Disaster Management Food Technology and Business Incubation Centre Centre for Environmental Community Education and Extension Rangeland Resources Centre Agricultural Policy Analysis Centre Plant Biotechnology Centre Dept of Geography, Geo-Informatics & Climatic Sciences

  18. Filled Academic Staff Establishment

  19. Required Academic Staff Establishment

  20. From the above • This Up dated establishment for Academic Staff can be presented for 50% increment proposed by Govt • Reduced admin staff at D/Dean, Dept levels leading to 45% reduction in admin costs. • To move towards paperless office of Chairs, Deans, Deputy Principal, Principal and Admin staff will inevitably require purchasing them Computers

  21. THANK YOU!

  22. College of Agricultural and Environmental Sciences (CAES)

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