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Perspectives and expectations of the University in rebuilding Perspectives and expectations of the University in rebuilding their processes in research, teaching and administrationtheir processes in research, teaching and administration
HUMANE Seminar: Does informationtechnology change university management?University of Lisbon, 2010 November 19 & 20Hans-Jürgen Simm, Chancellor of the University of Bielefeld
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The German Research Association‘s recommendations for The German Research Association‘s recommendations for information processing in universities 10/2010information processing in universities 10/2010
„An efficient IT infrastructure for research, teaching and health care will be the decisive prerequisite for success at universities and university clinics facing national and international competition.“
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What do you want your university to achieve?
Your university is or is to become
a highly regarded, successful university or college of applied sciences with outstanding achievements in research and / or teaching.
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To reach this aim you need
■ Highly motivated academics who are passionate about teaching and research
■ Students who study with passion
Both prepared to make every effort to fulfil the highest expectations
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What is it (often) like in the real world?
■ Academics who complain about lack of money lack of time excessive bureaucracy impenetrable processes muddled BA /MA structures administrative inflexibility lack of efficiency and so on
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■ Protesting students who complain about lack of freedom in their studies excessive workload lack of transparency in grading and exam structures overcrowding in seminar rooms
and lecture halls unclear distribution of
responsibilityand so on
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Malicious tongues claim:
the discrepancy between aim and reality could not be bigger!
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Responsibility lies with:■ Politicians■ Bundestag (German Federal Parliament)■ Landtag (provincial parliament)
But: What is our contribution?
What can we do to help academics and students research, teach and study with enthusiasm?
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In our universities we can together shape those elements lying within the growing domain of university autonomy
Point of departure:
Expectations of our academics and our students
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Outline
1. Expectations of academics and of students
2. Why do we not fulfil these expectations?
3. What needs to be changed?
4. Example: introduction of process-oriented SAP in the University of Bielefeld
5. Conclusion
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1. Expectations of academics and students
1.1 What sort of people are they?
1.2 What do they expect of the university?
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1. Expectations
1.1 What sort of people are they?
Digital naturals■ with wide knowledge of IT-technologies■ used to obtaining unlimited information from the internet with
notebooks and extensive W-LAN provision■ communication via Facebook or Twitter■ music via I-Tunes■ online-banking and online travel-booking
They are (we trust) highly intelligent, have the highest of
standards, but also the potential to be highly critical
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1. Expectations
1.2 What do these people expect of the university? (The academic and student perspective)
■ An intellectually stimulating atmosphere
■ Outstanding quality of content
■ An organisation which permits full focus on research, teaching and study
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1. Expectations
■ Transparent, speedy and simple access to content, to scientific information (knowledge services)
■ Guarantee of optimal processing of this information for research, teaching and study
■ World-wide access (mobility)■ Secure processing and communication procedures■ Constant access■ High quality of service
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1. Expectations
Concrete examples in research:
■ Virtual research environments in which services can be combined as one likes (mash-up)
■ With cooperation projects: basic support for cooperative work
■ Cooperation platforms
■ Use of shared resources (data service centre)
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1. Expectations
Concrete examples for students:
■ Dynamic teacher / student portfolios: joint work of students and teachers on information made available via the internet (collaborative learning, interaction between teachers and students)
■ E-learning■ Knowledge services, acces to publishing companies■ Fully computerised routine processes of academic
administration (e.g. registration of students, signing on for courses, credits, certificates)
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2. Why do we not fulfil these expectations?
2.1 People and philosophies of yesteryear…
2.2 Structures of yesteryear
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■ Teaching: in large lecture halls
■ Research: in splendid isolation and freedom
■ Financing: input-oriented, no differentiation between research and teaching
■ Philosophy of self-regulation
■ Administrative philosophy
2. Why do we not fulfil these expectations?
2.1 People and philosophies of yesteryear
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■ Vested-interest oriented
■ Power-oriented
■ Hierarchy-oriented
■ Rule-oriented
■ Safety-oriented
2. Why do we not fulfil these expectations?
Philosophy of self-regulation
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Administrative philosophy
■ organising■ regulating■ enforcing■ supervising
Orientation■ The law
2. Why do we not fulfil these expectations?
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2.2 Structures of yesteryear
■ Professorial, institute and faculty structures
■ Administration: hierarchical structure
■ Function-orientation
■ IT-structures based on function-orientation
2. Why do we not fulfil these expectations?
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Function-orientation
2. Why do we not fulfil these expectations?
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Problems of function-orientation■ Isolated solutions■ Compartmentalised thinking■ Many intersections■ More coordinatory effort required■ Duplication of work■ Communication breakdowns■ Insufficient information■ Department-level responsibilities
2. Why do we not fulfil these expectations?
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IT-structures up to 1990: large-scale
central solutions
from 1990: decentralised small-scale
solutions based on function orientation
Thus: increased efficiency through unchanged adoption of existing processes in IT-systems
2. Why do we not fulfil these expectations?
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3. What needs to be changed?
3.1 People and philosophies
3.2 Structures
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3.1 People and philosophies
3. What needs to be changed?
■ Interactive forms of teaching and learning
■ Additionally: cooperation, target orientation
■ Output-oriented, separation of research and teaching
■ More entrepreneurial-orientation■ Cost-efficiency and service
orientations
■ Teaching: lectures
■ Research: splendid isolation and freedom
■ Financing: input-oriented, no differentiation between research and teaching
■ Philosophy of self-government■ Administrative philosophy
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3. What needs to be changed?
Service orientation for the clients (customer relationship-management)
For instance: campus management system
Different types of customer (interest groups)
■ Professors
■ Students
■ Administrators
■ External groups
The challenge: understanding the needs of customers and aligning these with the options of the IT-organisation.
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3.What needs to be changed?
3.2 Structures
■ From function to process orientation
■ From decentral function-oriented IT-processes to integrated IT solutions
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Process orientation
3.What needs to be changed?
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Advantages of process orientation
■ Trans-sectoral thinking■ Fewer interfaces■ Quicker processes■ Standardisation■ Clearly defined cooperation■ Transparency
3. What needs to be changed?
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3. What needs to be changed?
Processes
The following process types must be distinguished:
■ Processes within the universities (internal processes), e.g. the Bologna process
■ Processes in the framework of scientific cooperation (cooperative processes), e.g. E-learning, SPAM-protection
■ Processes with participants outside academia, e.g. licence providers, publishers
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3. What needs to be changed?
It is not the function of the management direction
■ to organise the process level
■ to organise the data level
But to secure
■ the harmonisation of the infrastructural level of IT-operations inclusive of portfolio management
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Up to 1990 Large central solutions
From 1990 Decentral small solutions
Today Integrated solutions:
networked, process oriented
3. What needs to be changed?
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3. What needs to be changed?
Integrated information management
■ No physical separation between the systems science and administration
■ Everything accessible via the net (Cloud)
■ Everything accessible via portals
■ Business processes and supporting IT-processes comprehensively synchronised
■ The links between the individual systems largely automatised and independent of human intervention
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3. What needs to be changed?
Consequences of integrated information management:
■ Alignment of processes■ Alignment of structures
- Organisation and process structures, e.g. traditionally separate services such as telephone, media, data centres are now integrated and organisationally optimised - The organisational sub-division of the university no longer
determines action - The data centres are now IT service centres providing not
only basic IT but also administrative services
Integrated information management processes can thus become innovative power-engines for modern universities
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3. What needs to be changed?
A major problem
Responsibility, status, power
With regard to- administration - faculties- central admin - decentralised admin- central IT (RZ) - decentralised IT- Admin dept., head office- Admin dept., head office
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The power issue: central or decentralised
becomes irrelevant against the
background of integrated processes
3. What needs to be changed?
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■ Target orientation
■ Service orientation
■ Cost-effectiveness orientation
Process orientation Integrated solutions
Outcome re 3. What needs to be changed?
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Process-oriented SAP-introduction at the University of Bielefeld
4. Example
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Aims■ Enhanced quality■ Increased freedom of action■ Acceleration of processes■ Greater transparency■ Avoidance of redundant activities■ Optimisation of resources
Greater satisfaction of academics and students
4. Example
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42EPK + FB
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Management-prozesse
Unterstützungs-prozesse
Hochschulsteuerung(Strategische & operative)
Geschäftsprozess-management
Informations-management
Forschung
Studium, Lehre
Lehrveranstaltungs-management
Studierenden-verwaltung
Prüfungs-verwaltung
Drittmittel-management
BeschaffungFinanz- und
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Forschungs-förderung
Wiss. Informations-bereitstellung
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Finanz- undRechnungswesen
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Hauptbuchhaltung
Anlagenbuchhaltung
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Debitorenbuchhaltung
Kreditorenbuchhaltung
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4. Example: level concept and process architecture
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Finanzbuchhaltung & Kasse
Einnahmen buchenLeistungen/Kosten verrechnen
Stammdaten pflegen
Processes concerned
Beschaffung
Bedarfsanforderung erstellenKontierung prüfen
Anforderung genehmigenBestellung durchführenWareneingang buchen
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Personalkosten planenStellenübersicht erstellen
4. Example: processes concerned
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Abbuchungen bearbeiten
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Anzahlungsanforderung
Debitorengutschrift
Kreditorenrechnung
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Clearingbuchung
Zahlungssperre
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Z1-Meldung
KorrekturbuchungPersonenkonten
pflegen
4. Example: Level 2 – Bank book-keeping (WKD)
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PSProjekt-system
PSProjekt-system
SRMBestelltool
SRMBestelltool
COControlling
COControlling
MMMaterial-wirtschaft
MMMaterial-wirtschaft
FIFinanzen
FIFinanzen
HCMPersonal
HCMPersonal
FI-AAAnlagen
FI-AAAnlagen
AIVergabe
AIVergabe
WMDX-Flow
WMDX-Flow
SAP
4. Example: SAP – The solution for the University of Bielefeld
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5. Conclusion
■ If we are to fulfil the expectations of current and of future generations of academics and students, we must order our own affairs optimally
■ Central role of university IT in generating increased efficiency
■ Developing strategic university IT is one of the main functions of university administration
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5. Conclusion
Does information technology change university management?
Yes, at least with regard to the provision of service infrastructure in all fields of research, teaching and administration.
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Thank you for your attention.