Reinventing the university after 1989--managing a "double-loop" change process
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Transcript of Reinventing the university after 1989--managing a "double-loop" change process
Reinventing the university after 1989--managing a "double-loop" change process
Zoltán Abádi-NagyVice Rector University of DebrecenHUNGARY
Acknowledgement
Dr. György Nádas, Director, Department of Human Politics, provided valuable assistance
Dr. Edit Varga, Consultant, Quality Assurance Program and Krisztina Molnár, Head of Center for International Relations and University Advancement, lent conceptual and technical help
Dr. Agócsné Vilma Ádám, Head, Rector’s Office, Academic Affairs and Mrs. Ferencné Kiss, Head, Payroll Office, provided the statistical data. Mr. Tibor Tóth put his doctoral statistics tables at my disposal.
Introduction Submitted case study University perspective Multiple change process HRM: external/internal factors Approach: mainly descriptive Now: INSIDE the HRM program (some
aspects) Approach: analysis, evaluation and synthesis,
with lessons and tasks
Topics of Discussion
I. HRM implementation--tools, processes II. HRM and social change--economy and
legal environment III. HRM and integration IV. HRM and EU accession V. The “double loop” aspect VI. Lessons and tasks
I.1. Goal-setting
Accreditation Coordination Internal regulations Gifted education
I.2. Performance evaluation Academic staff (contract track, tenure
track) Academic development Balancing teaching Evaluation procedures Others: e.g., UD Medical and Health
Sciences Center Student teacher evaluation
Promotion and administrative appointment
University-level: compact system Quality assurance and accreditation The Social Council On-sight Rector’s Council sessions
I.3. Institutional performance
Funding system Research funding, indicators UD ranks first in Hungary in
2004
HR for R + D
University of Debrecen, 2003
I.) Totalnumber of
lecturers andresearchers
II.) Of I with doctoral(PhD) degree
III.) Of II with doctoraldegree awarded by theHungarian Academy of
Sciences
IV.) Of II members ofthe Hungarian
Academy of Sciences
C. Agr. 186 109 15 0
F. Arts 272 166 22 3
F.
Econ.33 13 3 0
MHSC 563 290 57 6
F. Sci. 267 215 42 9
Coll.
Edu.39 5 0 0
Coll.
Eng.77 12 0 0
CD 55 2 0 0
I. Law 49 25 1 0
Total 1541 827 140 18
Doctoral programs 1
University of Debrecen, 2003
Faculty Doctoral school Number ofstudents
Theoretical medicine 52Clinical medicine 14Health Sciences 6Pharmacy 13Multidisciplinary medicine 5
F. Med.
F. Med. total 90Literature 28Linguistics 20History 16Multidisciplinary humanities 24
F. Arts
F. Arts total 88Economics 5F. Econ.
F. Econ. total 5Multidisciplinar y social sciences 11Crop production and horticulture 16Animal husbandry 8Multidisciplinary agricultural sciences 9
F. Agr.
F. Agr. total 44Biology 10Environmental sciences 9Physics 14Earth sciences 12Chemistry 26Mathematics and computing 24
F. Sci.
F. Sci. total 95Grand total 322
University of Debrecen, 2003
Institution Based ondoctoral (PhD)
thesis
Based onequalization(CSc., DSc.)
Based onadaptation(Dr. univ.,
naturalization)
Total
Univ. ofAgricult.
28 26 8 62
Univ. ofMedicine
81 102 20 203
Kossuth Univ.– Faculty of
Arts57 43 95 195
Kossuth Univ.– Faculty of
Sciences84 110 114 308
before 31/12/1999.:
250 281 237 768
UD (2000-2001)
250 7 4 261
Grand total: 500 288 241 1029
Doctoral programs 2
I.4. Staff satisfaction
Indicator 1: staff numbers after integration
Indicator 2: staff fluctuation Monitoring staff satisfaction
Staff numbers of UD predecessor institutions before integration
1508
1268
1774
19 51112
35 72
354
0
200
400
600
800
1000
1200
1400
1600
1800
2000
1989 1995 1999
Core academic staff
Part-time academic staff
Contracted externalacademic staff
UD staff numbers after integration
1443 14801526 1546
365
9287
85135
167 175147
0
400
800
1200
1600
2000 2001 2002 2003
Core academic staff Part-time academic staff Contracted external academic staff
UD core faculty distribution, 2003
AGROECONOMICS & RURAL DEV.
4%HUMANITIESAND SOCIAL
SCIENCES17%
MUSIC3%
HEALTH COLLEGE6%
DENTISTRY2%
PHARMACY1%
EDUCATION3%
ECONOMICS AND BUSINESS 2%
ENGINEERING6%
AGRICULTURE7%
NATURALSCIENCES
16%
LAW3%
MEDICINE30%
FLUCTUATION
612
840
1008
787
0
200
400
600
800
1000
1200
2000 2001 2002 2003
I.5. HRM--Implementation Partial Reasons: economy, legal
environment, institutional integration, EU accession
Implementation overflow Reasons: “double-loop”
contradictions
II. 1. HRM and social change--the economy The post-1989 double trap: syphoning off vs
recruitment Staff cuts: needs of the economy, no task-
orientednesscold-meet HRM Recruiting Faculty from outside HE and research institutes of the Academy Further staff reduction--a budgetary
pressure
Tension between funding-driven student growth and HRM
Flying professors and affiliated departments
Compulsory retirement (62, 65, 70) (church institutions excepted)
II.2. HRM and social change--legal environment Some things are historically tainted From “personnel” to human
resource Balancing gains and losses The HE Act (even EUA Graz
Declaration)
III. HRM and institutional integration Existential threat Allegiance conflicts and the distrust
factor Complex-pressure Regression price paid for progress UD examples: habilitation, HE
management training center
Institutional management structure
Centralization and decentralization
Human resource redistribution (institutional, national)
IV. HRM and EU accession Massification of HE Open up job applications Bologna
V. 1. The “double-loop” aspect--inherited “single-loop” reflexes
Can we change underlying culture? Examples: democracy as
demagoguery; autonomy as demagoguery; chancellor or commissary?
Is it really “double-loop” or reprogrammed “single-loop”?
Example: Ph.D. and Dr. Univ. Formerly repressed, currently
drained majors
V.2. The “double-loop” aspect--its space
The totality of (inter)national HE strategy
Clashing value systems Danger: half-informed as
“double-loop”
Institutional space: university-level initiatives to initiate and accomplish change
cultural change concerning HRM UD examples: politics dispelled from
campus; rector’s mandate (tool for facilitating integration); HRM and internationalization
VI. Lessons and tasks
Reform funding system “Double-loop” approach to
change-furor Enforce existing internal
regulations
HRM strategy for the staff cuts vs accreditation dilemma
HRM strategy for the Bologna process
“Culture of risk”