© Centre for Integral Excellence Sheffield Hallam University Case Study Examples CAROL STEED...

© Centre for Integral ExcellenceSheffield Hallam University

www.shu.ac.uk/integralexcellence

Case Study Examples

CAROL STEEDAssistant Director

Centre for Integral ExcellenceSheffield Hallam University, UK

Yaroslavl State University 14 – 18 February 2005



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



Case Study from Sheffield Hallam University

Academic Registry



Role of Academic Registry

Mission:

to support the University in developing and maintaining high quality and standards in teaching, learning and scholarship



• 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

Preparation and Support



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



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



• 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

Some Key Improvement Priorities Addressed to Date



• 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

14 Registry “Process Areas”



• Awards and Regulatory Frameworks• Academic Approvals• Academic Review• Quality Enhancement• Admissions• Student Administration• Student Systems• SI Development (Student Management System)• Departmental Office

New Registry StructureFebruary 2002



• 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

Full Integration of Excellence and Annual Planning



Other examples from Sheffield Hallam University

School of Computing and Management Science

Materials Research Institute



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



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



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



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



University College, Chester

Faculty of Nursing, Midwifery and Health Care

Department of Media Studies

Student Support and Guidance Services



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



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



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



University of Durham

Whole University

Treasurer’s Division

Colleges



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



Treasurer’s Division

• Focus on specific process improvement projects and overall approach

• Procurement process review

• Strategic planning review



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



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



Starting the Journey at YSU

Timescales, expectations and what next



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



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



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 co-

operative way• To give constructive feedback



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



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



QuestionsIssues

Opportunities



We shall not cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time.

T S Eliot, Four Quartets

Vision without action is simply dreamingAction without vision is merely activity

Vision with action - you can change the world

Joel Barker



Thank You!

Centre for Integral Excellence Sheffield Hallam University, UK

Carol [email protected]

0114 225 3344


© Centre for Integral Excellence Sheffield Hallam University Case Study Examples CAROL STEED...

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