faculty and departmental structures: what drives change in universities? professor stephen hagen 1
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Drivers for Change in a 21st Century University
The higher expectations of students as fee-payers and consumers the pressure of a global economic crisis impacting on university funding streams; To optimize research quality and outputs The pressure to create larger universities and obtain a ‘critical mass’ Partnerships with companies, other universities and local schools and colleges the emergence and development of an HE global ‘market’ which will lead to
increasingly differentiated offers from universities and where providers will have to recognise and deliver what they are good at;
Increasing adoption of online learning and other technologies (and impact on learning methodology)
provision that is increasingly shaped by the needs of employers, professions and markets rather than the expectations of individual academics
increasing pressures on the financial stability and sustainability of universities global rankings and comparisons rather than national or regional benchmarking; rising expectations among all stakeholders – internal and external; but especially
pressure from government to drive the local economy competition increasing within and beyond the HE sector, both at home and
overseas
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The University’s 21st Century
Agenda...Students at the heart of the University
All-year operation
Student centredlearning experience
Connected, contributing and celebrating alumni
achievements
Distinctive andprofessional higher education
“Triple helix” partnership with industry and government
Gateway between the regional and
the global economy
Common Core Skills and Employment skills
Vibrant applied research and
innovation culture
Grow research in distinctive and
strategically important academic disciplines
Entrepreneurial approach to
applying knowledge and
expertise
Innovation and business
Strong and dynamic strategic alliances
feeder schools
Expand and improve business
engagement Intellectual
property management
High-impact “with company” and “in
company” provision
Shared facilities with other universities
Pervasive use of new technologies
Increase on-campus overseas
student recruitment
Study Abroadopportunities
Develop international research partnerships
Excellent employment prospects
World position in Global ratings
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Research-informed innovation and
business engagement Entrepreneurship
Transforming lives
Professional, employment-
focused education
Innovation
Distinctive research Economic, social and cultural need
Inspire individuals, organisations and
communities
High quality learning, research and enterprise
Developing the creative, innovation and
entrepreneurial capabilities
Social change and inclusion
Positive impact on the economy, society and culture of society
Engagement
Ethical, open, collaborative and professional work
ethos
Environmentally-aware and sustainable
Excellent student experience
Exchange for knowledge
Magnet for enterprise
Excellence in learning and teaching
Creativity
Engine for social and economic regeneration
Force for health and well being
Partnerships
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VISION & MISSION‘TRANSFORMING LIVES OF PEOPLE & PLACES’
INSPIRE INDIVIDUALS, ORGANISATIONS AND
COMMUNITIES
POSITIVE IMPACT ON THE ECONOMY,
SOCIETY AND CULTURE OF THE
COUNTRY
PROFESSIONAL ... INNOVATIVE ... ETHICAL ... OPEN ... ENGAGED ... CREATIVE ... ENVIRONMENTALLY AWARE
RESEARCH-INFORMED
INNOVATION AND BUSINESS
ENGAGEMENTDISTINCTIVE RESEARCH
EXCHANGE FOR KNOWLEDGE
MAGNET FOR ENTERPRISE
PROFESSIONAL, EMPLOYMENT-FOCUSED
EDUCATION
DEVELOPING THE CREATIVE, INNOVATION AND ENTREPRENEURIAL
CAPABILITIES
EXCELLENT STUDENT EXPERIENCE
EXCELLENCE IN LEARNING AND
TEACHING
SOCIAL CHANGE AND INCLUSION
ENGINE FOR ECONOMIC
REGENERATION
FORCE FOR HEALTH AND WELL BEING
COLLABORATION
BRIDGE TO THE WORLD
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PRIORITY # 1 Enhance research outputs and quality of
publications Grow applied research and innovation capability,
depth and breadth in distinctive and strategically important academic disciplines
Provide a space for debate and discussion, cultural development
Inform learning and teaching; stimulating discussion, debate and dissemination of ideas
Develop a vibrant applied research and innovation culture which attracts and retains first class staff and outstanding research students
Become one of our country’s leading universities offering students an entrepreneurial approach to applying knowledge and expertise to the real world
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PRIORITY # 2 Focus on Raising Quality of Student Experience
Students will be at the heart of the University ... choosing the experience and skills they wish to develop offered innovative, employer focused curriculum and a variety of ways to
engage with learning “Student Voice” ... effective representation and engagement in decision-
making processes underpinned by engaging staff and high quality facilities
Deliver distinctive and professional higher education ... on and off campus across the region and beyond on-line learning
“Intellectual fusion” ... programme design will focus on achieving greater multi-disciplinarity, inter-disciplinarity and trans-disciplinarity across subjects in the curriculum
Emphasis on a high quality student centred learning experience with defined learning outcomes
Ensure Excellent employment prospects for all
Celebrating alumni achievements
Regular reviews of faculty by students (‘student evaluations’)
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PRIORITY # 3 International & Globally Connected
• Develop international partnerships for research and faculty & student exchanges where the “academic fit” is complementary and relevant, and where the benefits of partnership are mutual
• Increase on-campus overseas student recruitment, e.g. by exploiting further the relationship with Study Group, including BRICS, including Asia, South-East Asia, Latin America
• Offer Study Abroad opportunities to “expand the horizons” of our own students
• Increase English Language medium study
• Set up International Fellowships
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PRIORITY # 4 Entrepreneurial
Create a culture of enterprise on the campus
Protect IPR, encourage student start-ups and research spin-outs
Diversity income-streams (active Business School, consultancy, training, sales of materials, summer schools, lease campus space & facilities)
Offer Study Abroad opportunities to “expand the horizons” of our own students
Increase English Language medium study
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UNIVERSITY MANAGEMENT Vice Chancellor
DVC (Academic)
Director of Finance
Director of Human
Resources
PVC(External Relations
& International Development)
DVC (Learning Support)
Exec Dean Arts &
Business TBC
Exec Dean
Education &
Social Science
sCarl
Peters
Dean Research
& Graduate StudiesHefin
Rowlands
Director Portfolio
Development &
Academic PlanningVacant
Director Commerci
al & External ServicesMichael
Hill
Dean of International OfficeGraham Wood
Director of Facilities Managem
entStephen Godber
Director of Centre for Excellence in Learning & Teaching
(CELT)Jo Smedley
University Registrar & Clerk to the
Board of Governor
sSarah ClarkHead of
Newport Business School
Sian ReesHead of
School of Film,
Photography & Digital MediaBarry Atkins
Head of Facilities Services
Helen Powell
Head of Estates Services
Liam Sullivan
Head of Information
ServicesMichael Webb
Head of Centre for Digitally
Enhanced Learning
Paul Andrews
Head of City Campus Learning SupportDawne
Leatherdale
Head of Caerleon Campus Learning Support
Madeleine Rogerson
Head of Student ServicesLawrence Wilson
Graduate
School
Associate Director HE in FE
PartnershipAngela Lewis
Deputy Director
(Curriculum) UHOVIFrancis Cowe
Head of School of Design ,
Engineering, Fashion & TechnologyJenny Hann
Head of School of
Sport, Health & Applied Social
SciencesNicky LewisHead of School of Education
Karen Morris
Head of School of
Humanities & Lifelong Learning
Jenny Cann
Finance
Data Service
s
Human Resource
s
Organisation Design & Developme
nt
Welsh Langua
ge
Associate Director, CELT
Bela Arora
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FACULTY AND SCHOOL MANAGEMENT
Deputy Vice Chancellor (Academic)
Stephen Hagen
Executive DeanArts &Business
Vacant
Executive DeanEducation & Social
Sciences
Head of Newport Business School
Sian Rees
Head of School of Film,
Photography & Digital MediaBarry Atkins
Head of School of Design,
Engineering, Fashion & TechnologyJenny Hann
Head of School of EducationKaren Morris
Head of School of Sport, Health & Applied Social
Sciences Nicky Lewis
Head of School of Humanities &
Lifelong LearningJenny Cann
Head of Faculty Administration Sheena
Haddock
Head of Faculty Administration
Nuala Meadows
Head of Research
Janet Pinder
Head of Community
Programmes Kirsten Merrill-Glover
Academic Subject Leader
Undergraduate Programmes Edward Jones
Academic Subject Leader
Postgraduate Programmes
Lyndon Murphy
Academic Subject Leader
Photography Paul Cabutts
Academic Subject Leader
Performance,Sound & Music
Andy Smith
Academic Subject Leader
Computing & Engineering
Eric Llewellyn
Academic Subject Leader
Fashion & Design Mark
Jackson
Academic Subject LeaderSecondary ITT
Keri Green
Academic Subject Leader Primary ITT
Elizabeth Barry
Academic Subject Leader
Inter-professional Practice
Michelle Culwick
Project Manager QWEST
Lyn Waddington
Academic Subject
Leader PcET (including Franchise)
Richard Lander-Clarke
Director of Sport & Health/Wellbeing
Vacant
Sports Centre
Ryan Statton•Access & Foundation
Other Posts Reporting to
DVC (Academic)
Academic Subject Leader
Professional Programmes Jared Davies
Academic Subject Leader
Humanities David
Norcliffe
Academic Subject Leader Psychology
& Creative Therapies
Vacant
Academic Subject Leader
Education & Linked
Awards Jane WilliamsAcademic Subject Leader
Postgraduate Programmes Shirley Egley
Academic Subject Leader
Film , Games & Animation
Vacant
PA Ann Maloney
PA Jan Szary
R&KE AdministratorJoan Fothergill
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THE ROLE OF THE DEPUTY VICE-CHANCELLOR FOR FACILITIES, LEARNING SUPPORT AND REGISTRY
Deputy Vice Chancellor(Learning Support)
Director of Facilities and Campus Management
Director of Learning & Teaching University Registrar
Head of Centre for Digitally
Enhanced Learning
Head of City
Campus Learning Support
Head of Caerleon Campus Learning Supportn
Head of Student Services
& careers
Head of Quality Support
Head of Student Records
Debb BaffHead of Student
Experience
•Study Advice Tutors•Library Staff
•Careers Services•Purchasing administrator•Regional Dev’t Officer•Library Staff
Quality Officers
Head of Admissio
ns & Enrolmen
tKath
Birden
Curriculum Officer
Dirk Bieber
Admissions & Enrolment
Administrator
Sian HossingtonLyne Pope
Colin MorganMichelle
Alyeo-Thomas
Andy Prescott
Maria Smart
Assessment Officer
Marc Turner
Assessment & Awards AdminMary Davies/Joanne Paling
•Deputy Head•Student Mentor Manager•Counsellors•Disability Support•Healthcare•Student Finance
Committee
ManagerLesley
Douglas
Records &
Information
ManagerMatthew Cooper
Administrator
X 1.5 FTEKay
CashmanJulie Wallen
Chair of Board of Governors
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Committee Structure
BOARD OF GOVERNORS
Strategy Review Committee
SENATE
(ACADEMIC BOARD)
Finance and Major Projects Committee
Audit Committee
Nominations Committee
Remuneration
Committee
Ad hoc, time-limited, sub-committees and
working groups
Learning and Teaching Committee
Research Committee
Community Engagement Committee
Culture and Welfare Committee
International Strategy Committee
School Boards
‘Regulatory’ sub-committees (including Academic Appeals, Ethics and Student Complaints Committees, and Student Disciplinary and Offences Board)
Interdisciplinary and Work-based Programme Board
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Relationship between Management Structure and Academic Board and its Sub Committees
Academic Board is chaired by the Rector and the main policy sub committees are each chaired by a member of Senior Management Committee thus maintaining a conduit between the College’s executive structure and its deliberative and consultative fora.
The organisational sub committees (i.e. Faculty Committees) are chaired by Heads of Faculty.
Heads of service relevant to the deliberations of these Committees also attend or delegate a member of staff to attend.
Course Committees are chaired by the Subject Leader responsible for the course.
Heads of Faculty attend Course Committees are members are representative of service areas (academic registry, quality team, marketing etc.) relevant to the course’s operation.
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Deans of Faculty The Head of Faculty is responsible for the leadership and overall management of the provision within a Faculty. Duties include:
managing the Subject Leaders in the Faculty, conducting annual appraisal reviews and ensuring that Faculty staff have appropriate staff development (supported by Human Resources);
leading and coordinating academic planning and development in the Faculty (in consultation with Management Committee and in line with the strategic plan);
managing the Faculty budget and ensuring the effective utilisation of the Faculty’s resources (supported by Business Support);
representing the Faculty ex officio on Academic Board and its Sub Committees; chairing the Faculty Committee, taking an overview of the quality and
standards of the provision in the Faculty and ensuring that College policies and procedures are being implemented;
liaising with College support services in respect of the Faculty’s needs.
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Course Leaders
Each course has a designated Subject Leader who is responsible for its day-to-day course leadership. Subject Leaders line manage the Senior Lecturers, Lecturers and Sessional Lecturers primarily involved in teaching students on the course(s) for which they are responsible. Subject Leaders are responsible for ensuring the efficient and effective discharge of the responsibilities of all course contributors in the provision of teaching, learning support and assessment.
Their duties include:
ensuring the effective organisation and timetabling of the course (supported by Business Support);
implementing the University’s policies and regulations (supported by the Quality Team/Registry);
leading the academic development of the course and preparing course documentation for internal and external validation (supported by the Quality Team);
interviewing and selecting students for admissions (supported by Registry) and organising the course based induction;
organising the election of Student Course Representatives and liaising with these representatives (supported by the Quality Team);
Chairing the Course Committee (supported by the Quality Team); monitoring and evaluating continuously the quality and standards of the student experience and
outcomes, and providing the Annual Course Monitoring Report on the quality and standards of the course (supported by the Quality Team and Registry/MIS);
gathering student feedback about the course and its constituent units (supported by the Quality Team);
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Academic Autonomy
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■ Universities can open degree ■ All new programm es program m es w ithout prior must be subm itted accreditation: AT, CH , I E, LU , to accreditation to NO , SE, UK be funded: FR , N L ,
ES ■ All new program m es m ust be
subm itted to accreditation to ■ O ther restrictions: be introduced: BB (DE), CZ, CY, EE , F I , I S , LV, DK, GR, H E (DE), HU , I T, LT, P L, T R N RW (DE), PT, SK
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Comparisons between countries Many universities retain near- complete freedom in choosing
the language of instruction and designing the content of degree programmes.
But nearly all face limitations when deciding on overall student numbers and admission mechanisms.
Universities may still set selection criteria for Master’s
programmes in a majority of systems.
With regard to accreditation and quality assurance, regional and national situations differ strongly.
Options here range from no formal accreditation requirements to compulsory accreditation for Bachelor programmes, Master’s programmes or both, and from a free choice of quality assurance procedures and providers, to the ability to select neither
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To SummariseWith regard to academic autonomy, recent
reforms of quality assurance processes in particular have had a strong impact.
Most countries impose some regulations on the overall number of students.
Free admission for everyone holding the basic qualifications is now the exception.
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Summary – cont.
The introduction of new degree programmes usually requires some form of approval from a public authority.
In approximately 25% of European countries, universities are able to open degree programmes without prior accreditation.
In most of the remaining systems, universities require prior accreditation for programmes to be introduced or publicly funded.
This picture is very similar for Bachelor and Master’s programmes; it only differs more strongly in the case of doctoral programmes where most countries can open doctoral programmes without external authority
Universities in most countries have full authority to close programmes.
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Conclusions
Universities are restructuring their Faculties and Departments often to reflect the Agenda for the 21st Century
The agenda is global, student-oriented, economically-driven and research-led
Future reforms should focus on giving universities greater freedom in setting their own admission criteria and setting fees.
The trend is increasingly towards academic autonomy, linked to strong external quality assurance mechanisms.
It will also be crucial to find the right balance between autonomy and accountability by promoting institutional audits or evaluations of internal quality processes.