Transcript No Slide Title

Case Study Examples
Yaroslavl State University
14 – 18 February 2005
CAROL STEED
Assistant Director
Centre for Integral Excellence
Sheffield Hallam University, UK
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Case study examples
Sheffield Hallam University
– Academic Registry – detailed
– School of Computing and Management Science
– Materials Research Institute
University College, Chester
– Faculty of Nursing and Midwifery
– Department of Media Studies
– Student Guidance and Support Services
• University of Durham
– Whole University
– Treasurer’s Division
– College’s
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Case Study from
Sheffield Hallam University
Academic Registry
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Role of Academic Registry
Mission:
to support the University in developing and
maintaining high quality and standards in
teaching, learning and scholarship
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Preparation and Support
• 2 trained EFQM champions
• Excellence was focus of 2 Registry Away Days
• Broad selection of staff engaged with EFQM
workshops
• 2 staff involved in SHU-wide project mapping
EFQM and UK Academic Quality Framework
(QAA)
– Conference Paper June 2001
– Report published as part of HEFCE GMP Project
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Registry
First Self-Assessment
• Project plan 2000 - Project champion and
administrator/support
• EFQM Questionnaire findings to management
team
• Self assessment Spring 2001
–
–
–
–
Focus Groups
Self Assessment Workbook
2 x Self Assessment Workshops
Improvement Actions
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Improvement Actions
• A 2/3 year list (at least ….)
• Grouped into several priority areas
–
–
–
–
–
–
–
–
HR strategy (includes leadership)
Processes
Communication, Knowledge Management, IT Strategy
Strategic Planning, Resource Alignment, Resource Management
KPIs, Targets, Measures and Results
Partnerships / Customers
Working Environment
Society
• Informed Registry Annual Plans for 2001/2 and
2002 /3
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Some Key Improvement
Priorities Addressed to Date
• Process Review
– Several process review workshops for
• Registry functions as a whole
• specific processes (e.g. course planning, validation, research
degrees)
• Led to
–
–
–
–
–
–
Detailed process areas descriptions for Registry (14 process areas)
Detailed process activity map and audit documents
Reorganised department along process lines February 2002
Good basis for job descriptions, gradings, person specifications etc.
A framework for KPIs and benchmarking
New KPIs set and monitoring arrangements established
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
14 Registry
“Process Areas”
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Awards and Regulatory Frameworks
Validate Provision
Approve, Monitor and Agree Collaborative Provision
Maintain Record of Provision
Set Annual Fees
Manage Studentships
Manage and Monitor Quality and Standards; Enhance Quality
Admit Students
Register Students
Maintain Student Record
Graduate Student
Provide Systems Administration Service for SI
Develop and Implement new SI Functionality
Manage Department
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
New Registry Structure
February 2002
•
•
•
•
•
•
•
•
•
Awards and Regulatory Frameworks
Academic Approvals
Academic Review
Quality Enhancement
Admissions
Student Administration
Student Systems
SI Development (Student Management System)
Departmental Office
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Full Integration of Excellence
and Annual Planning
• What began as the “OE Project” has now become
how we plan, manage, monitor, review, evaluate
and improve (including the QSME Framework)
• All these activities inform Registry Annual Plan
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Other examples from Sheffield
Hallam University
School of Computing and
Management Science
Materials Research Institute
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Computing and Management
Science
• Approx. 150 staff
• 2000 undergraduate and 600 postgraduate
students
• No problems with student recruitment - good
student interest year on year
• Sound financial position
• Committed to Investors in People
• Used workbook based approach
• Team of 9 people undertook assessment activity
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Some of the learning gained
• Recognised themselves as “a business” as well as an area of
academic focus
• Recognition of the need to have a more strategic focus on the way the
school is managed
• Senior staff need to communicate more effectively and engage with
staff at every level
• Have to understand and map processes more effectively and more
strategically
• Better management skills needed by all managers (inc. academic
managers)
• Need a clearer vision, mission, strategies and set of values that are
owned by everyone
• Need to identify exactly what should be measured, what for and how
• Need to assess and review approaches more effectively
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Materials Research Institute
• Approx. 50 staff
• 35 - 40 PhD research students
• Difficult financial position, with increasing demands
to increase income from external sources
• No previous experience of using ‘management’
methodologies
• Used workshop based approach - 2 half days
• Team of 10 people undertook assessment activity
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Some of the learning gained
• Need a better shared vision, mission and values
• Need a clearer identification of customer groups
• Better fix on core processes is essential - including
management processes
• Development and understanding of need for acceptable and
consistent leadership styles
• Realised need to ask the staff more frequently what they think
• Communication is key - but two way and using a range of
media and messages - for good news and bad
• Need to ensure that change management is embedded as
part of an on-going process
• Better assessment and review of approaches in place, and
feeding back the learning
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
University College, Chester
Faculty of Nursing, Midwifery and Health Care
Department of Media Studies
Student Support and Guidance Services
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Nursing, Midwifery and Health
Care
• Initial self-assessment undertaken
• Learning gained and improvement actions
surfaced
• School involvement suspended as a result in
selection for participation in national
QAA/NHS pilot exercise
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Media Studies
• Initial self assessment
• Undertaken curriculum re-validation process
• Development of new Learning and Teaching
Assessment strategy
• Confirmed department’s vision and mission
• Revisions to practice in relation to student
retention and progression, academic advice and
guidance, methods of communication with
students and supporting written materials
associated with induction and programme/course
descriptions
• Next self assessment planned
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Student Guidance and Support
Services
• Self assessment and values exploration
• Review of vision, mission and values and how
these are reflected on the web site and University
Prospectus
• Reviewing career progression and work-based
learning
• Staff have greater understanding of departmental
objectives and motivations
• Clearer understanding of interconnections across
departments and Faculties
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
University of Durham
Whole University
Treasurer’s Division
Colleges
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Whole University
• Organisational development committee
established – reports into University Executive
Committee
• Business Improvement Strategy being created to
include Full Economic Costing, enhanced Payroll
system, ‘softer’ cultural initiatives such as
communication and feedback, staff development
and appraisal
• Links regionally being established
• Champions trained
• Dedicated project management resource allocated
as a facilitator of the process
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Treasurer’s Division
• Focus on specific process improvement
projects and overall approach
• Procurement process review
• Strategic planning review
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
College’s
• All College’s undertook self assessment led
by Deans of College
• Revision of vision, mission and values
• Introduction of student feedback surveys
across all Colleges, following initial pilot
• Development and enhancement of
performance measures and indicators
• Recognition of cultural developments
needed as well as structure and systems
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
What makes the difference
• Gathers together existing knowledge / issues and
enforces it with a strong evidence base
• Helps make the connections between issues to find the
root cause, not just the symptom
• Engages people in thinking about what they doing in a
coordinated way
• Forces actions to be taken and monitored, encouraging
this through the business planning process
• Encouraged ‘small’ improvements (quick wins) as well as
longer term projects
• Staff feel that this is a vehicle for getting it right this time in a holistic way
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Starting the Journey at YSU
Timescales, expectations and
what next
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Timescales
Process Improvement Projects:
• Support from SHU process expert
• Training in process analysis, design and
process thinking – April 2005
• Student acquisition process mapping and
review – May 2005
• Implementation of review of revised process
– July 2005
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Timescales
EFQM self assessments
• 1 assessment workshop lasting 2 days for each
Faculty / Department using Matrix
• First workshops to be held April 2005
• Next workshops May, October and November
2005
• Training for internal champions (2 from each
Faculty / Department) – July & August 2005
• Implementation of actions
• 2nd assessments August 2006
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Expectations
• Your individual commitment
• Attendance at Programme Board meetings
every 2 months to report progress to Anna
• To engage and enthuse your teams
• To commit to implementing actions –
whatever they are
• To be open and honest in a trusting and cooperative way
• To give constructive feedback
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
What next
• Select a cross sectional team from your
Department / Faculty to undertake the
assessment
• Select two champions who can be trained
further and who have the authority to
champion change in your area
• Share and communicate the journey with
your colleagues
• Be excited in anticipation of the journey
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Next meeting
• End of week commencing 4 April 2005
• Establish and agree terms of reference and
code of practice
• Receive updates from areas who have
undertaken assessments (2 areas)
• Sharing of learning, opportunities and good
practice
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Questions
Issues
Opportunities
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
T S Eliot, Four Quartets
Vision without action is simply dreaming
Action without vision is merely activity
Vision with action - you can change the world
© Centre for Integral Excellence
Sheffield Hallam University
Joel Barker
www.shu.ac.uk/integralexcellence
Thank You!
Centre for Integral Excellence
Sheffield Hallam University, UK
Carol Steed
[email protected]
0114 225 3344
www.shu.ac.uk/integralexcellence
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence