Case Study Examples Yaroslavl State University 14 18

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 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 Ph. D 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 • 2 nd 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 c. steed@shu. ac. uk 0114 225 3344 www. shu. ac. uk/integralexcellence © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence