Transcript Diapositiva 1 - Sheffield Hallam University

EFQM
Education Community of Practice
Workshop
Marc Ribó Pedragosa
UOC
• A.- Context
• B.- UOC
–
–
–
–
–
INDEX
Key difference
Facts and figures
Educational model
Research
FUOC
• C.- Excellence model
– Planning
– Implementing
– Evaluation
• D.- EFQM Assessment
– History
– Self-assessment
– External Assessment
CONTEXT
• Universities in the knowledge society
• Things are changing fast
• Network organisations
A.- Context
Things are changing fast
– Students with new profile (>18, with experience, working,...)
– Internationalisation
– More demanding society
• Institutions, government, students, companies,…
– Long life relationship
– Diversification of the offer
– Increasing competitors which implies new forms cooperation
• Schools, Internet, Consultancies, Corporate,…
– Complexity of the knowledge management
• Increase of resources, internet, networks,…
– Entrepreneurial universities:
• Network organisations, research, innovation,…
Network organisations (I)
Hierarchical org.
Universidad
(1)
Matricial org.
(2)
Consejo
Social
D1
D2
D3
D4
D5
D6
(2)
(1)
(2)
(2)
(3)
(2)
(1)
(2)
(2)
(2)
(2)
(3)
C1
C2
C3
Institutos
universitarios
Tecno estructura
-
Network organisation
Centros
Adscritos
Entes
específicos de
investigación
Entidades con
personalidad
jurídica propia:
Fundaciones
- Asociaciones
Consejo
Social
Centros
Departamentos
Institutos
Empresas
tecnologicas
participadas
Centros de
investigación
consorciados
© Solà, Francesc, Managing the university in the knowledge society - Intl. Seminar Catedra Unesco of e-learning UOC
UOC
(Open University of Catalonia)
1. The key to the difference
2. Educational model
3. Research
4. The FUOC
5. Some facts and figures
B.- UOC
UOC in a nutshell
• Founded in October 1995, the Open
University of Catalonia (UOC) is a virtual
university with no physical campus, but with
an online teaching and management
structure capable of facilitating interactive
communication between professors and
students, with absolute time and space
independence (that is, asynchronously)
1. The key to the difference
Mission
• The Universitat Oberta de Catalunya (Open
University of Catalonia) is an institution which
has emerged from the knowledge society.
Our mission is to provide people with training
throughout their lives. The university’s
principal aim is to ensure that each student
satisfies his/her learning needs, gaining the
maximum benefit from their own efforts.
1. The key to the difference
Mission
• …
To this end, we offer intensive use of
information and communications technologies
(ICT), thereby enabling us to overcome the
barriers imposed by time and space and to
offer an educational model based on
personalized attention for each individual
student. At the UOC, students, professors
and administrators interact and co-operate on
our Virtual Campus, constituting a university
community which uses the Internet to create,
structure, share and disseminate knowledge.
1. The key to the difference
Mission
• …
At the UOC, our aim is to develop people’s
creativity and contribute to the progress of
society, promoting specialized research
centred on the knowledge society and
establishing alliances with universities and
institutions worldwide who share our
objectives and values and our desire to build
a global knowledge space.
1. The key to the difference
Aims
• Created at the request of the Catalan
Government, UOC aims to become a
reference point throughout the world in the
area of virtual education (e-learning), and to
lead new initiatives in :
– Education,
– Research and
– Dissemination of knowledge
1. The key to the difference
At the initiative of the Catalan Government the UOC
was founded under a new legal public-private
framework that permits its easy adaptation and
reaction to the demanding needs of an evolving
society through:
- a company-like internal structure and organisation
- the capacity to set up commercial companies and
ventures with leading institutions and organisations
Thus it is able:
- to adapt to the technical requirements of a fastdeveloping information technology;
- and to produce innovations and new solutions on
which further commercial ventures will be developed.
1. The key to the difference
The virtual campus
The concept::
It is the principal communication space for the transmission of
information and academic and personal relations; and it gives
access to all general services, providing a replica of all
academic and non-academic services found on a traditional
university campus.
The way:
In a stimutating atmosphere such as that of our campus,
members of the virtual community establish relationships that
facilitate, encourage and guarantee easy access to
knowledge as well as a full university life.
1. The key to the difference
2. Educational model
The virtual learning nucleus
– The student is placed at the heart of the process. The UOC’s aim is to offer
students a personalised service and continuous contact to provide the
constant support and stimulus needed to ensure success with the UOC’s
educational system.
– Teaching activities, led by the UOC’s teaching staff and a number of
collaborating professors working as consultant and tutorial professors.
Their efforts are defined in terms of stimulus and guiding students’ active
participation in building knowledge.
– The virtual classroom is where the student interacts with the teaching staff
and their classmates whenever they want, where the learning experience
takes place.
– The teaching materials provide students with the basic contents for the
subjects.
– The study plan guides each student through the learning process and work
methodology. The continuous assessment is based on carrying out
activities that are guided and commented on by the tutor.
– The UOC’s Library is different from any other university library thanks to its
being online.
2. Educational model
•
Interrelation and university life
The face-to-face meetings which take place every six months and allow students to
discuss the focus of the programme and the monitoring of the continuous assessment with
their subject teachers.
•
The virtual secretary’s office which allows students to carry out all the academic
paperwork over the internet, including the recognition of prior studies, applications,
academic file enquiries, making suggestions or accessing any of the other services relating
to their education. The office ensures an efficient response to their needs.
•
The regional centres distributed around Catalonia, Spain and Europe act as nuclei for local
relations. They aid students’ integration into the e-learning model, allow for personalised
support, and provide study resources and somewhere to meet up with their classmates.
•
The UOC encourages cooperation and promotes the academic, cultural, professional,
leisure, sporting or charitable associations of members of the community. The Virtual
Campus is also used as a tool to help these associations start up and grow.
•
The UOC also encourages social and cultural relations, offering students the chance to
take part in a number of cultural activities, buying cooperatives, or to take advantage of the
recruitment service, professional fora or the fora for the university community to share their
experiences.
•
The UOC Club allows graduates and former students, once they complete their studies, to
remain connected to the University. The Club offers advice services and resources to
enhance employment opportunities.
2. Educational model
Internet Interdisciplinary Institute
(IN3)
• IN3 is an interdisciplinary virtual research center
which focuses on the effects, use and applications
of Information and Communication Technologies
(ICTs) in the different spheres and sectors of
knowledge and society.
• IN3 co-ordinates and structures groups and
research chairs, either from the UOC or in
association with it.
3. Research
The IN3’s mission
• Observe and analyse the phenomena relating to information
technology in society and the changes brought on with the
move from an industrial to a knowledge-based society.
• Provide know-how, tools and instruments to aid the
achieving of the aims set.
• Propose activities and initiatives to companies, institutions
and governments to ensure their adaptation and ability to
face up to the Knowledge Society.
• Publicise the results of the research through publications,
forum, courses and seminars related to the institute’s various
areas of activity.
3. Research
FUOC
UOC
4. The FUOC
Group UOC
FUOC
UOC
Group UOC
Teaching
IN3
TH
FP
Dissemination
Research
FM
Cataluña
España
Internacional (56)
4. The FUOC
•E-learning
•Network
Society
•E-business
•E-government
•Knowledge
management
•Digital Art
•Editorial
•Territorio
•www.uoc.edu
FUOC
UOC
Xarxa Virtual
de Consum
Formación no
reglada
GMMD
Group UOC
Editorial UOC
E. Obert
4. The FUOC
Contenidos
digitales
Eureca media
Consultoría
Gestión del
conocimiento
GECSA
E-strategies
International Recognition
– Throughout its career, the UOC has received international
recognition on a number of occasions, and in particular on
the following:
In 1996 the UOC received the European Union's
Bangemann Challenge Prize for the best European initiative
in distance education.
UOC received the WITSA 2000 Prize (World Information
Technologies and Services Alliance) for the best digital
initiative.
In April 2000 the UOC was awarded the Institutional
Excellence Prize of the ICDE (International Council for Open
and Distance Education) as the best virtual and distance
university in the world.
4. The FUOC
International Recognition
In 2004 the UOC received from a prize for its
teaching quality from the Organization of American
States.
In 2004 the UOC received the EFQM recognised
for excellence achieving in excess of 500 points
4. The FUOC
• Created in 1995: with 200 students in the pilot
course
– a distance-learning university
– publicly financed, privately managed
• Fast growing in students and programs
– Arround 35,000 students
(17 Official programs, international PhD program, Multimedia Graduate)
– Moreover: 5,000 students in other courses
(Post-graduate studies, Specialisation courses, Refresher courses, Open
Summer University, UNESCO Seminar, Pre-university estudis,…)
5. Some facts and figures
A fast-growing number of students...
Students in official programmes
30.000
27.853
26.672
25.669
24.304
25.000
22.224
20.730
18.895
20.000
16.634
15.000
13.535
12.465
10.566
9.359
10.000
7.339
5.877
5.000
2.915
206
181
967
3.378
1.195
0
5. Some facts and figures
At present, approx. 100,000 home-based students have
had full access to the university facilities: on-line
multimedia materials, tutoring support, library resources
and social and cultural activities, in addition to a wide
range of administration services.
At the UOC, we have created a new concept of
university that places the student at the very
centre of the learning process and which
overcomes the barriers of time and space,
providing education “any time, anywhere, any
pace”.
5. Some facts and figures
Programs of study
Officially recognized degrees:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Business studies
Business Management and Administration
Law
Catalan Language/Literature
Humanities
Educational Psychology
Computer Management (Techn. Engineering)
Computer Systems (Techn. Engineering)
Library Information Science
Audiovisual communication
Computer Science
English Language/Literature
Psychology
Political science
Market research
Tursim
Asian studies
5. Some facts and figures
Courses offered specifically by the UOC
• Graduate in Multimedia Studies (in association with
the Universitat Politècnica de Catalunya)
Master’s Courses
•
•
•
•
Business Administration
Financial Markets and Instruments
Safety, Hygiene and working conditions
...
Postgraduate Courses
•
•
•
•
Marketing and business studies
Design of multimedia/virtual learning materials
Logistics
...
5. Some facts and figures
Excellence model
• 1. Background of the model
• 2. Using the excellence model
– 2.1 Planning
– 2.2 Implementing
– 2.3 Evaluation
• 3. EFQM Assessment
– 3.1 History
– 3.2 Self-assessment
– 3.3 External assessment
C.- Organisational model
Background
• Background of the organisational model
– EFQM (concepts and excellence model)
– The UOC excellence model
1. Background
The 8 fundamental concepts
1. Background
©
1. Background
©
1. Background
©
Blended model
UOC
Strategic Management
EFQM
1. Background
The Model of Excellence of UOC
The UOC’s model of excellence consists of three phases: starting with the
planning, followed by the implementation and completed with the evaluation,
which takes the system back to the beginning, creating a virtuous circle. This
model applies to all aspects of the UOC, whether institutional or relating to specific
activities. The following systems have been developed to ensure that all activities
are systematically integrated into the model and geared towards achieving results.
2. Introduction
Items of the model
Systems
Structure
Evaluation
Strategy
Leadership
Values
Staff
Learning
and improving
2. Introduction
Context analysis
II formulation
Threats
Opportunities
Sector analysis
Internal analysis
II implementation
Structure
Strengths
Weaknesses
2.1 Strategy
Future Situation
Current Situation
I analysis
Vision
Mission
Activities
Objectives
Mngmnt. Systems
People
Leadership
Values
Implemented strategy
Strategic planning
Implementing
• Hard elements
– 2.1.1 Systems
– 2.1.2 Structure
• Soft elements
– 2.1.3 Staff
– 2.1.4 Values
– 2.1.5 Leadership
2.2 Implementing
Systems
• Goal setting system
• Processes
• Budget and financial planning
• Alliances
• Technologies
2.2.1 Systems
Strategic deployment
FUOC
Strategic
plan
Studies
Activities
Resource
area
Yearly
Objectives
Teachers
objectives
Director’s
objectives
Management
objectives
Personal
Goals
UOC
Process
management
• Goal setting
– Setting priorities through strategic challenges
– Setting Goals per year throughout the
organisation
– Setting Personal Goals each member of the
staff
Strategic
goals
2.2.1 Systems
Yearly
goals
Personal
goals
OBJECTIVES 2004/05
Process
EVALUATORS
EVALUATED
Evaluators
Mgment Professors Directors
Introduce
responsabilities
2.2.1 Systems
Introduce
objectives
Validation
Partial evaluation
Global evaluation
OBJECTIVES 2004/05
Objectives classification
•
This course 4.021 objectives have been introduced:
– Teachers – 2.183 (54%)
Profile
– Management – 1.340 (33%)
– Directors – 498 (13%)
Field
–
–
–
–
–
–
Teaching – 1.465 (36%)
Research – 334 (8%)
Dissemination – 156 (4%)
Management – 1.238 (31%)
Responsabilities – 449 (11%)
Personal development – 177 (4%)
2.2.1 Systems
Process management
Holistic Vision
0
N0
1
3
2
4
N1
6
5
2.2.1 Systems
N2
7
Governing porcessess
Strategic Planning
Strategic
Management
Strategic Control
Activities
IN3 (Research)
Campus Principal (Teaching)
Masters and Postgraduates (Teaching)
IN2 (Dissemination)
Knowledge
Humanities and
Philology
Economics and
Business Sciences
Information and
Communications
Sciences
Law, Political and
Administrative
Sciences
Information
Systems
Human Resources
Marketing
Computer Studies,
Computer Studies,
Multimedia and
Multimedia and
Telecommunications Telecommunications
Resources
Methodology and
innovation
NODO:
0
TÍTULO:
UOC ACTIVITY MAP
Finance and
infrastructures
Library
NÚM.:
0
Strategic plan
Guides and methods
Policies and legal rules
Direction and
coordination
UOC - N0
Zoom TH
Assigning and evaluation of resources
D.Cat - N1
1.1
Design and
programs’
planning
D.Cat - N2
Criteria for
evaluating
previous
education
Need for special
educational offers
1.3
Detailed
educational offer
1.7
Information
systems and
technologies
1.8
Student’s information
and requirements
Attention to the
student
Recruitment and
management of professors
Finançament i eines de gestió de pagaments
Need for administration
services
Additional
services
1.6
Other
needs
satisfied
Detailed data about
the student
1.5 Administrative needs
satisfied
Assessorament en tecnologies
Resolució de dubtes
Eines per al desenvolupament de
l’activitat docent
Eines informàtiques pels serveis
adicionals
Campanyes i anàlisis
de mercat
Marketing
Finançament i eines
de retribució
1.2
Need for other services
QUALIFIED STUDENT
Learning needs satisfied
Eines per a la
incorporació
Financament i eines de control
Human resources
Recruitment and
management of professionals
Incorporation
POTENTIAL STUDENT
1.9
1.4
Need to learn
Need to learn on higher
education studies
Finances and
infrastructures
Development of
teaching
activities
Estudis de mercat
NODO:
1
1.10
Assessorament en tècniques de marqueting
TÍTULO:
CAMPUS PRINCIPAL
NÚM.:
1
Academic
rules
Students assigned to the virtual classrooms
Methodology
Policies
Guides
Students attended by counsellors
Development of
teaching activities
Counsellors / tutors assigned
Students attended by tutors
Learning materials available
Students evaluated
Access to the virtual campus
Academic certificate
Academic
Programme
2.2.1 Systems
Suport to the
teaching
activities
Suport to
counsellors /
tutors
Suport to
evaluation
Budget
Costs and revenues structure:
• Semester Teaching: revenues and costs VARIABLES related to the
number of students and credits applied.
- Non semester teaching : revenues and costs SEMIVARIABLES, not
directly related to the volume of students, but associated to the
number of programs offered and to the fringe services given to the
students, such as library and territory services.
- Structure: governmental grant and other concepts in revenues and
costs FIX, independent to the volumes
2.2.1 Systems
Costs and revenues
Year 2003 forecast:
Revenues:
Semester Teaching
Non Semester Teaching
Structure
44%
1%
55%
Costs:
Semester Teaching
Non Semester Teaching
Structure
32%
26%
42%
44%
12%
1%
26%
13%
55%
2.2.1 Systems
32%
42%
Financial planning
• Centralised financial planning
Organisation
Board
FUOC
UOC
Activities
Areas
Operational groups
Projects
2.2.1 Systems
Long term
middle term
short term
Strategic
financial
planning
Contract
program
Yearly
budget
Periodical
expenses
Acitivity and costs tendency
Evolución Actividad UOC
18000
16000
12000
10000
8000
6000
4000
2000
0
1996
1997
1998
1999
2000
2001
2002
2003
Períodos
Euros
Estudiantes
14000
2.2.1 Systems
4.000
3.750
3.500
3.250
3.000
2.750
2.500
2.250
2.000
1.750
1.500
1.250
1.000
750
500
250
0
1997
1998
1999
2000
Períodos
2001
2002
2003
Alliances
• Complementing
• Universities
• Companies
2.2.1 Systems
Technology
2.1.1 Systems
Structure
FUOC
UOC
IN3
Estudis
Formació reglada i recerca
2.2.2 Structure
Campus principal
Recerca
Docència
Structure
3 dimensions for
each unit
Academic
Strategic
commission
Governing Council
Resources
Projects & programs
2.2.2 Structure
Structure
• Virtual organisation
• Flat
• Changing
• Aligned with the strategy
• Decentralised
2.2.2 Structure
Staff
• People are first
• Professor’s role
• Efficient
• Evaluated
2.2.3 Staff
Staff
• 600 highly-skilled individual
UOC’s fulltime staff
- 126 professors
• Lecturers
• IT
• ODL designers
• Internet O&M
• Management
• ...
Part-time staff &
free-lance
•
•
•
•
Publishing companies
Universities
Telecom operators
web soft and hard manufacturers
2.2.3 Staff
> 3000 professionals:
–
–
–
–
Lecturers, tutors and mentors
Authors
Software Programmers
Web Designers
Values
• Innovation
• Service
• Quality
• Learning
• People
• Results
2.2.4 Shared values
Leadership
• Committed with UOC
• Entrepreneurial
• Oriented to people
• Oriented to results
• Team leadership
2.2.5 Style
EVALUATION
• Academic indicators
• Institutional evaluation
• Balance scorecard
2.3 Evaluation
Academic indicators
• Characteristics of the central Datawarehouse (DAU):
- Integrated
- Consistent
- Reliable
- Userfriendly
2.3 Evaluation
DISC: Data server
GATIB
Report
Operational
Balance
socrecards
GAT
Management
Report
CRM
Report
DAU
CAU
Official data
ETL: extracció, transformació, càrrega …
Report
Report
Euros
2.3 Evaluation i-campus
Curro
RESULTS
Management applications
Library
Academic indicators
Academic indicators
2.3 Evaluation
Academic indicators
% Loyalty of new students
68,0
66,0
64,0
62,0
60,0
58,0
56,0
20001
2.3 Evaluation
20002
20011
20012
20021
20022
20031
Balance scorecard
• Characteristics:
– Aids the standardisation of all the management
tools used at the UOC
– Indicators be aligned with the strategy
– Aiding the management’s decision making, easing
the anticipation of results in order to improve
decisions
– It responds both to Kaplan’s ideas and the EFQM
model
2.3 Evaluation
Balance scorecard
2.3 Evaluation
Balance scorecard
2.3 Evaluation
Balance scorecard
BSC
EIS
Reporting
DM
Data warehouse
DW
DM
2.3 Evaluation
Institutional evaluation
• Evaluations that pursue to strengthen UOC’s
autonomy and continuous improvement:
– DURSI programme (Catalan Government Department
for Universities)
– EUA Institutional Evaluation Programme (European
University Association)
– EFQM (European Foundation for Quality Management)
2.3 Evaluation
EFQM ASSESSMENT
• 3. EFQM Assessment
– 3.1 History
– 3.2 Self-assessment
– 3.3 External assessment
Recognised for excellence:
Process to achieve the EFQM recognition
• Second self-assessment:
6/10/04
• Validation and application:
5 i 8/11/04
• External visit:
30, 1 i 2/12/04
History
•1997 – Taking the EFQM model as a reference for the UOC
•September 2003 – First version of the self-assessment report
•October 2003 – First self-assessment process:
• 70 participants, groups de 7/8
• the punctuation obtained was 435
• list of improvement gaps and actions
•October 2004 – Second self-assessment process:
• 10 participants, working individually
• the punctuation obtained was 601
• application to the EFQM recognition
Results of the 1st Self
assessment*
Lideratge
100
80
Resultats clau
60
Política i estratègia
Màxims
EFQM
EFQM
UOC
% UOC
vs. EFQM
100
55
55%
Política i estratègia
80
53
66%
Persones
90
40
44%
Aliances i recursos
90
59
66%
Processos
140
68
49%
Resultats en els clients
200
72
36%
Resultats en les persones
90
9
10%
Resultats en la societat
60
12
20%
150
68
45%
1000
435
44%
Lideratge
55
66
40
45
20
Resultats en la societat
Punts
Criteris
Persones
44
0
20
10
36
Resultats en les persones
66
Aliances i recursos
49
Resultats clau
TOTAL
Resultats en els clients
Processos
* Octubre 2003
Results of the 2nd Selfassessment*
Lideratge
100
Punts
80
Resultats clau
Política i estratègia
64
65
61
40
20
Persones
63
47
EFQM
UOC
% UOC
vs. EFQM
100
64
64%
Política i estratègia
80
52
65%
Persones
90
57
63%
Aliances i recursos
90
61
68%
Processos
140
92
66%
Resultats en els clients
200
127
64%
Resultats en les persones
90
32
36%
Resultats en la societat
60
28
47%
150
91
61%
1000
604
60%
Lideratge
60
Resultats en la societat
Màxims
EFQM
Criteris
0
36
68
Resultats en les persones
Aliances i recursos
Resultats clau
TOTAL
64
66
* Octubre 2004
Resultats en els clients
Processos
External assessment
A committee of assessors selected by the EFQM spanish
partner (Club Gestión de la Calidad) with the aim of
establishing the final punctuation of the organisation, its
strengths and areas of improvement.
• Analysis of the self-assessment report and punctuation
• Preparation of the visit and consensus on the pre-punctuation
• Visit to the UOC (30, 1 & 2 de December) interviewing a large
number of people from UOC (approx. 60)
• Final report with a punctuation over 500 points (gold level) and
the strengths and improvement areas of the UOC