A training course for planners and managers of higher education institutions
Introduction to the learning materials Guide for independent study
urni
Contents
Acknowledgements 1
Preface 2 Parti
Introduction to the course 4 Part II
Guide for independent study 7 Appendix 1
Study skills 26 Appendix 2
Solutions to the exercises 30
Acknowledgements
I would like to express m y gratitude to all those w h o have provided information and offered advice and assistance in the preparation of these training materials on Institutional management in higher education.
Special mention must be given to Jacques Hallak, the Assistant Director- General of U N E S C O and the Director of the IIEP, upon whose initiative I undertook the responsibility of preparing these training materials. I should also like to thank Joyce Collins, w h o assisted m e in the early stages of the work, and Michaela Martin and Susan D'Antoni whose co-operation m a d e this work possible. I should also thank Mioko Saito, Grace K e n n y , T o m Groot, Thierry Malan, Gareth Williams, Juliana N z o m o and the authors of the case studies and the methodological papers written within the framework of the H E P research programme on the topic for providing important input for these modules. The trainees of the JJEP Annual Training Programmes and the participants of the sub-regional intensive training workshops on the subject contributed very useful suggestions and comments to improve upon the initial versions of these modules. M y thanks are due to all of them.
Bikas C . Sanyal
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Preface
T h e International Institute for Educational Planning (HEP) is a centre for advanced training and research in the field of educational planning and administration. T h e H E P contributes to the development of education throughout the world, by expanding knowledge and by training professionals in this field. It acts as a focal point for the exchange of ideas and concepts in educational planning and administration.
T h e main activities are threefold:
(i) training of those responsible for the planning of education;
(ii) research into important aspects of educational planning;
(iii) dissemination of n e w concepts, methods and techniques.
Training has always been the Institute's major activity. H o w e v e r , in spite of the steady growth in numbers of participants in the training programmes, d e m a n d for training services has exceeded the capacity of the Institute to provide traditional courses. T h e preparation of training materials in a modular format is part of the Institute's response to the problem of this increasing d e m a n d . T h e modules are based largely on the Institute's o w n specialized training courses and have been fully tested and validated in different training situations in the various regions of the world.
Each series of modules m a k e s up a comprehensive training course which can be used in a variety of ways:
• in face-to-face courses,
• in distance education courses,
• as self-instructional materials.
The modules on Institutional management in higher education provide first a general overview of institutional management in higher education, which is then followed by three specific topics, financial management, academic staff management and space management.
T h e material has been developed for educational planners and university managers, but it will also be of use to decision-makers in government departments, ministries and other institutions or organizations related to higher education.
Jacques Hallak ADG, UNESCO
Director, HEP
INSTITUTIONAL M A N A G E M E N T IN HIGHER E D U C A T I O N
Part I: Introduction to the course
1. T h e H E P P r o g r a m m e on increasing the managerial effectiveness of higher education institutions
Higher education systems worldwide are currently faced with a n u m b e r of challenges:
• m a n y governments are seeking to reduce public expenditure o n higher education, normally the most costly level of education;
• institutions are faced with an increasing d e m a n d for places, as well as demands for n e w offerings and flexible delivery methods;
• it is difficult to recruit and retain highly qualified staff;
• physical facilities are often inadequately maintained;
• graduate unemployment or under-employment is increasing;
• mere is a concern about the quality of higher education.
In general, governments are demanding greater efficiency, effectiveness and accountability in the management of higher education institutions. This situation places n e w and increasingly heavy demands upon institutions, and particularly upon the management function, as they try to respond to diverse forces in the current and anticipated environment.
In developing countries, universities have found themselves faced with rapidly changing socio-economic conditions and limited access to information on international experiences that could contribute to discussion and debate with ideas and approaches from other institutions and countries.
In this context, H E P undertook a research project, Improving the managerial effectiveness of higher education institutions. T h e information w a s collected between 1990 and 1994, with publications reviewed back to 1987.
Additional information w a s collected from case studies, conferences and meetings and informal discussions. A s is the case in most worldwide studies, it was difficult to achieve even coverage and there are more detailed examples from developed countries.
T h e study w a s completed in 1994, and there have been several products.
T h e first was a publication entitled, Innovations in university management, written by the director of the project, Bikas C . Sanyal. Second, workshops and seminars have been given in a number of regions. Finally, D E P is n o w making the information from this research study available in this set of materials.
2 . Purpose a n d objectives of the learning materials
This set of learning materials is intended to assist senior managers and other professionals involved in higher education to identify strategies to improve management practices in their o w n institutions.
T h e overall objectives of the set of modules are as follows:
• to present the current trends and problems in the area of resource management in higher education;
• to present selected planning and management concepts and techniques aimed at better utilization of the existing resources;
• to provide a range of international experiences as specific examples of management problems and solutions;
• to identify strategies for improved management in the institution as a whole and in the key areas of financial, academic staff and space management.
T h e modules have been prepared to provide background information for reflection and debate on the topic of higher education and to sensitize the participants to the issues and techniques associated with the management of higher education institutions.
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In addition, current trends have been described and a n u m b e r of international experiences cited. A n effort has been m a d e to provide a range of examples of different experiences from different regions of the world, within the limitations of the information collected during the research.
T h e sections of the modules on international experiences are drawn largely from the publication cited in the previous section, and from presentations and discussions in workshops and regional meetings, and reflect the situation in m e years 1990 to 1995. While the examples given are by n o means comprehensive, they should assist the reader's contemplation of the various topics covered in the modules, in the context of his or her o w n institutional setting. M a n a g e m e n t reform has often been initiated by individuals w h o have gained experience or information from a different environment. T h e specific examples are intended to stimulate this kind of process of innovation.
Part II: G u i d e for independent study 1. Using the learning materials
Institutional management is a topic of considerable importance at this time within the university community worldwide and it is not feasible for all interested professionals to attend an H E P meeting or workshop. For this reason, these learning materials have been designed so that they can be used for either independent study and reflection or in a group setting.
T h e modules are intended to be self-instructional so that they can be used for independent study by a range of individuals involved in higher education planning or administration. Using this m o d e of study, you will be able to take control of your o w n learning process and to focus on the topics and information that are most relevant to your current needs. Y o u can also set a schedule which will be appropriate to the amount of time you have available and the specific times at which you are free to work on the modules.
If you are going to use the modules as an independent learner, you will want to read carefully the following section on h o w to use the learning materials.
It might also be useful to refer to the section on study skills which is included in Appendix 1. This section reviews s o m e strategies for effective independent learning.
2 . Content of the learning materials
Effective institutional management has become extremely important in the context of a changing socio-economic environment. Higher education institutions, faced as they are with the difficult combination of increasing and changing demands and decreasing resources, are seeking to improve resource management.
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The modules cover four major areas of institutional resource management:
• institutional management, in general;
• financial management;
• academic staff management;
• space management.
2.1 General organization a n d presentation of the content
The materials treat the four topics cited above. T h e first module deals with overall institutional management. O n each of the three specific topics, there are three modules which follow a largely similar pattern:
• an introductory module on the issues and techniques associated with the topic and a set of related performance indicators;
• a subsequent module providing a brief overview of the trends, international experiences and possible strategies;
• a set of practical exercises is included in the third module to provide practical experience in applying s o m e of the techniques presented in the previous two modules.
There are several points to be m a d e with respect to the content of the modules. First, the international experiences presented are intended to be neither comprehensive in terms of die description provided in the modules, nor in terms of geographical coverage. T h e information is intended to give an overview of s o m e of the approaches taken in certain countries as examples to stimulate reflection on the part of the reader on his or her o w n situation.
Second, because of the importance of the steering policy of the government o n the m a n a g e m e n t practices of higher education institutions, the information o n international experiences has been organized using the type of government steering policy as a classification system. T h e following four categories have been used in the presentation of the information:
• systems operating under self-regulation with accountability;
• systems in transition to self-regulation;
• systems operating under self-regulation, but experiencing difficulty;
• systems operating under central planning and control.
However, it must be noted that any classification can be seen as somewhat arbitrary or simplistic. Because there is a great deal of information presented in these modules, the classification has been used to assist the reader in locating information about those systems that might be of most interest.
T h e relatively small n u m b e r of references included in each module have been selected with a view to their availability. A comprehensive list of references on each of the topics can be found in the publication, Innovations in university management, cited above.
2.2 Content of the modules
M o d u l e O n e : Institutional m a n a g e m e n t in higher education: issues, trends a n d international experiences
• the university as an organization, and its decision-making processes;
• the changing context of the university;
• institutional management concepts and techniques and changes in m a n a g e m e n t practices;
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• performance indicators;
• trends and international experiences.
M o d u l e T w o : Financial m a n a g e m e n t in higher education: issues and approaches
• the context of university financial management;
• financial management functions;
• the financial management cycle;
• performance indicators related to financial management.
M o d u l e Three: Financial m a n a g e m e n t in higher education: trends and international experiences
• trends in financial management;
• institutional financial management in systems under self-regulation and accountability;
• institutional financial management in systems in the process of transition to self-regulation;
• institutional financial management in systems under self-regulation in difficulty;
• institutional financial management in systems under centralized planning and control;
• strategies for financial management.
M o d u l e F o u r : Financial m a n a g e m e n t in higher education: Exercises
• manual exercises;
• scenario-building using a computer simulation model.
M o d u l e Five: Academic staff m a n a g e m e n t in higher education:
issues and approaches
• the context of staff management;
• administrative and organizational aspects of staff management;
• career development and the appraisal of academic staff;
• performance indicators related to academic staff management.
M o d u l e Six: Academic staff m a n a g e m e n t in higher education:
trends and international experiences
• trends in academic staff management;
• higher education staff management in systems under self-regulation and accountability;
• higher education staff management in systems in transition to self- regulation;
• higher education staff management in systems under self-regulation in difficulty;
• higher education staff management in systems under centralized planning and control;
• strategies for staff management.
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M o d u l e Seven: Academic staff m a n a g e m e n t in higher education:
utilization of staff time and practical exercises
• the rationale for the use of planning models;
• example of a planning exercise;
• planning of tasks and resources allocation;
• practical exercises;
• scenario-building using a computer simulation model.
M o d u l e Eight: M a n a g e m e n t of space: issues and approaches
• concepts, techniques and assumptions;
• planning norms or space standards;
• assessing the supply and demand for space.
M o d u l e Nine: M a n a g e m e n t of space: trends a n d international experiences
• trends in the management of space;
• type of university facilities to be managed;
• space management procedures;
• strategies for space management.
M o d u l e T e n : Space m a n a g e m e n t in higher education: Exercises
• a set of manual exercises;
• scenario-building using a computer simulation model.
3. Before starting to w o r k on the modules 3.1 Determine the sequence of study
T h e sequence and content of the modules on Institutional management in higher education has been described above. However, given your current responsibilities or preoccupations, you m a y choose to study the topics in a different order than that in which they are presented.
Regardless of the order in which you might wish to work through the topics of the modules, it is strongly recommended that you begin by reading Module One: Institutional management in higher education, since this module is intended as background on the current situation in the university community in general.
If it is the area of most interest to you, you might wish to begin with the topic of academic staff management, for example. In this case, you will begin with Module Five: Academic staff management in higher education:
Issues and approaches, in order to familiarize yourself with the key issues associated with the topic. T h e following module (Module Six) on trends and international experiences provides information on a number of specific situations as a reference for consideration as you reflect upon your o w n situation and the strategies that might be of most use. T h e exercise module provides an opportunity to test your learning and to apply some of the techniques suggested in the module.
3.2 Develop a study schedule
Depending upon your o w n circumstances and time availability, you can develop a schedule for your use of die learning materials. Altfiough you are not constrained by an externally imposed schedule, it is important to develop one that respects your o w n situation. B y formally allocating time to the process, you are making a personal commitment that will help you ensure that you are able to complete the study of the materials and meet your personal and professional objectives.
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Draw up a calendar and schedule for your study times. This is an important step. While independent study has the advantage of being flexible and can be tailored to the needs of the individual learner, it lacks the pacing mechanism of regularly scheduled classes or distance education sessions.
For this reason it is essential to create a formal schedule for yourself and to commit to respecting it.
If you are working on the modules on a part-time basis, you might consider allocating at least a week to each one. Depending upon your level of interest in a specific topic, you might choose to spend more or less time on any one module. It is to be expected mat the preparation of the Background Notes and the exercise modules will demand more of your time than the information modules.
3.3 Ensure access to a computer
Y o u will need access to an IBM-compatible computer equipped with Windows and either Lotus 1-2-3 (version 3.0 or higher) or Excel (version 3.0 or higher) for the completion of the computer-based simulation exercises in Modules Four, Seven and Ten. T h e data files that are to be used in the exercises are to be found o n the computer diskette included in the package of materials. They run on the software programmes, Excel or Lotus 1-2-3.
4 . W o r k i n g through the modules
The following three sections outline the recommended procedure to take as you begin work on the modules in the sequence that you have selected to best meet your needs.
4.1 Preparation of the Background Notes
Before beginning to read the first module in each specific topic area, that is, financial management, academic staff management and space management, you are asked to prepare a Background Note on the topic. This exercise is very important. It requires that you reflect upon the issues related to the topic in the context of your o w n institution. A s such, it provides you with
an opportunity to focus on the situation in your institution and to consider the current management challenges.
D o not be tempted to ignore this step. T h e work will be very useful to you.
4.2 Reading the information modules
Start your review of the course materials with Module One. This module provides an overview of the broad topic of institutional management in higher education, and serves as background to the study of the specific topics of finance, academic staff and space.
Then proceed through the materials in the order you have selected as most appropriate for your o w n needs.
Each of the modules in the package, with the exception of those that contain die exercises, has the same basic structure:
• a statement of the objectives to give an indication of what you should be able to d o upon completion of the module;
• questions for reflection to direct your attention to the relevant issues in your o w n individual situation to reflect upon prior to reading the module;
• introductory remarks which serve to introduce the content of the module and provide a brief overview of s o m e key points;
• the body of the module which is divided into parts {Parti, PartII, etc.);
• summary remarks which focus on the key points treated in the content;
• lessons learned which list important findings for your consideration, and like the questions for reflection should be considered in the context of your o w n situation and concerns;
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• selected references which list several documents for further study of the topic.
O n e approach is to read through the module rather quickly, making notes on the issues or examples that interest you or that relate to problems that your institution is facing. With those issues in mind, you can then return to the module and read it again, reflecting on what information or which examples are most useful as suggestions for improving the management in the particular area at your institution. U s e the approach that best suits your needs.
4.3 Using the exercise modules
Three of the ten modules contain exercises:
Module Four: Financial management in higher education:
Exercises
Module Seven: Academic staff management in higher education:
Utilization of staff time and practical exercises Module Ten: Space management in higher education:
Exercises
T h e objective of these exercises is give you an opportunity to apply some of the techniques presented in the information modules on finance, academic personnel or space.
T h e exercises have the following three major components:
• a manual exercise on a case example (Erehwon University or University X) which invites you to acquaint yourself with the logical steps of an underlying planning model by making a limited number of calculations;
• a role-playing exercise (to be conducted in a group setting only) where participants are invited to simulate a negotiation of an institutional decision to be m a d e ; this exercise is intended to m a k e the course participant sensitive to the political nature of any decision to be taken in a higher education institution;
• a computerized simulation exercise based on the above-mentioned planning model containing one possible scenario for Erehwon
University or University X; this exercise invites y o u to build alternative scenarios modifying those parameters, built into the planning model, which can be decided as part of institutional policy or strategy.
4.3.1 The manual exercises
T h e instructions given for the three manual exercises presented in Modules Four, Seven and Ten are quite self-explanatory.
T h e solutions to the manual exercises can be found in Appendix 2 of this guide. Module Four was designed as a self-study exercise and includes sample calculations within the exercise itself. A s a consequence, the solution to this exercise is presented in a computer printout of the data contained in the computerized simulation exercise. For Modules Seven and Ten sample calculations are provided in the solutions to the exercises.
4.3.2 The role-playing exercise
B y definition, role playing can be conducted only in a group setting. If you are using these materials for independent study, consider the different stakeholders in higher education and their interests. Y o u should bear in mind that any decisions, in particular those on resource allocation, are of a highly political nature in any higher education institution. A n y change in the status quo of an institution brings different issues to the forefront.
Officials in the Ministry of Finance, the Vice-Chancellor of the institution, the Deans of Faculties, student and staff representatives, all have their particular interests in institutional policy and the most difficult part in strategy formation is to build consensus.
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4.3.3 The computerized simulation exercise
This part of the exercise is related to building scenarios. Planning is, by definition, concerned with the reduction of uncertainty and arriving at decisions in a rational manner. Scenario-building is one method which allows you to prepare decisions by m e a n s of establishing different hypotheses and analysing their implications. Scenario-building is also an instrument of strategic planning because it obliges the planner or decision- maker to m a k e his or her assumptions clear regarding the strengths and weaknesses of an institution and the basic direction of the institution.
Included in this set of modules you will find a diskette containing the three files you need for conducting the computerized simulation exercises. Each of these files is available under an Excel version, produced with Excel 3.0 and a Lotus 1-2-3 version, produced with Lotus 3.0. L o w e r versions of both softwares operating in a Windows environment have been used so that a m a x i m u m number of users would be able to read the files. T h e file names are as follows:
• financcxls and finance.wld for the exercise on financial management;
• staff.xls and staff.wk3 for the exercise on academic staff management; and
• space.xls and space.wk3 for the exercise on space management.
In addition to the three files, you will find a Help File, which provides you with the basic instructions necessary for conducting the exercise.
Each of these files contains the data of a base scenario for the case examples (i.e. Erehwon University and University X). Y o u r task is to diagnose the base year situation, reflect carefully on the rationale and the associated values of an alternative scenario for the future, to input these values and to analyse the implications of your alternative scenario(s).
T h e operations necessary to undertake the computerized simulation exercises are relatively simple. A t a m i n i m u m , you need to k n o w h o w to open a file, h o w to input n e w values and h o w to insert a supplementary line (for the exercise in Module Ten). It might also be useful to be able to print s o m e of the tables you have been working on. Y o u might want to analyse a given scenario in more depth, and this might be easier to d o on paper.
Also, you might want to save a particular scenario under a n e w file n a m e . Under the Windows environment, all these basic operations are relatively simple and also quite similar to word-processing operations.
Specific instructions for each of the computerized exercises follows.
M o d u l e Four
Y o u r task is to reduce the budgetary deficit of Erehwon University from
$5.8 million to $2 million. R e m e m b e r that Erehwon is the country's leading university and that its comparative advantage lies in the strength of its research activities and the quality of its teaching, in particular in medicine and science and technology. Y o u might want to design a strategy for Erehwon which does not jeopardize these particular strengths, but which would, on the contrary, build on them.
Table 32 of Module Four provides you with a list of the decision-making parameters and the values of 1996 and of the base scenario for the year 2001. In order to conduct the exercise, w e suggest that you g o through the following preparatory steps:
Step 1: First, you should take some time to m a k e a diagnosis of the situation prevailing in 1996 with a view to identifying more thoroughly the particular strengths and weaknesses of Erehwon University. M a k e a list of what you think are these strengths and weaknesses.
Step 2: Then you should take a close look at the base scenario for the year 2001 and analyse the strategy it suggests. Since you k n o w that you have to reduce considerably your deficit, you need to consider a strategy either geared towards the reduction of costs,
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towards the generation of more income, or a mixture of both.
Step 3: Finally, you must take s o m e time to reflect carefully on the rationale of the overall strategy you want to adopt and the particular implications of each of your decisions to change a given parameter. In particular, you should consider the implications of these changes with regard to the relative position of Erehwon University in the system (i.e. its comparative advantage). Y o u should also ask yourself if changes are realistic and socially feasible, compared to the context prevailing in your o w n University.
O n c e you have m a d e up your mind regarding the decision-making parameters, you need to insert your decisions into the file finance. wk3 or finance.xls. T o do this, first you have to open the finance.wk3 or finance.xls
file. In order to enter n e w values, you have to press the F5 key. This operation gives you access to a selection of tables. Y o u need to click o n option Input which brings you to the table in which you will enter your decisions. The model does all the calculations automatically for you. If you want to see the results of your n e w scenario in terms of finance, you press the F5 key again and then choose Table 28. If you want to find out h o w your scenario affects quality and your relative position in the system, you need to access the performance indicators table. Click on Table 30.
It is recommended that you prepare a limited number of scenarios using different rationales such as, for instance, one concerned with the reduction of costs and another one concerned with the generation of income. If you have the opportunity, print the table containing the n e w decision-making parameters, Table 28 and Table 30, for each scenario. Compare the scenario and decide on the most appropriate one.
M o d u l e Seven
T h e computerized simulation exercise on academic staff invites you to build scenarios for a h u m a n resource policy at University X. Such a scenario should try to remedy some of the personnel problems this university faces
in 1996, taking into account three rationales for the strategic development of this institution.
W e would recommend that you take the following steps for your reflection.
Step 1 : Start by diagnosing the staffing situation of University X in 1996.
In the manual exercise, Part TV, Tasks 1 to 5 of Module Seven, you use the base year and planning data for the Faculty of Engineering. In order to have an idea of the situation prevailing at the University as a whole, you need to access stqff.wlrf or staff.xls file and print, if possible, the data for the other faculties.
C o m p a r e , in particular, Table 6 (staff availabilities) with Table 10 (staff needs). W h a t can you say about staff utilization in general at University X (look also at Table 7) and the imbalances in staff availabilities a m o n g the faculties in 1996?
Step 2: Then you should take a close look at the assumptions m a d e in the base scenario with regard to the values adopted as planning norms. Task 6 provides you with three guiding questions which will direct your reflection in your diagnosis of this scenario.
Step 3: N o w you should decide on the values you want to adopt for one or several alternative scenarios. Task 7 suggests three rationales to guide your reflection. Y o u are however free to develop alternative rationales. Y o u m a y change the following parameters:
(A) the pedagogic structure (overall teaching hours and their distribution a m o n g teaching methods);
(B) auxiliary hour per classroom teaching hour;
(C) the overall distribution of time per academic activity;
(D) the number of hours to be taught by academic staff;
(E) student recruitment patterns;
(F) distribution of level of academic staff.
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Y o u should consider whether it is desirable to develop separate n o r m s for each faculty. O n c e you have m a d e u p your mind, enter your decisions relating to (A) to (F) into the following tables of the file sta.ff.wk3 or stqff.xls:
(A) (B) (C) (D) (E) (F)
Table 1;
Table 2 ; Table 4;
Table 6;
Table 9;
Table 11.
Enter all the modifications you want to m a k e by typing your decisions over the existing values. If you work o n the Lotus version of the file, press F9 once you have finished inputting your modifications. This will cause the spreadsheet to recalculate your staff projections simultaneously.
For each of the scenarios, take note of the amendments you have m a d e to the values of the parameters and print Table 10. C o m p a r e the scenarios and decide o n the most appropriate one from the point of view of utilization rates, student/staff ratios and the prevailing imbalances a m o n g the departments.
There m a y not be any scenario which satisfies you entirely. Consider what h u m a n resource strategies regarding recruitment and redeployment would address the problems of your preferred scenario.
Module 10
For the computerized simulation exercise in Module 10, your task is to prepare a scenario of space availability and utilization for University X for the year 2001. First, you have to identify the n u m b e r of n e w work-stations that need to be constructed in light of a growing student population and m a k e an assumption o n overall utilization of space.
Again, it is necessary to take a close look at the base year situation in 1990 and to identify fully its shortcomings and problems. Y o u will find a computer print-out of the situation in 1990 in Table 2. The manual exercise invites you to complete this table as part of Task 2. During your diagnosis of space availability and utilization, keep in mind that the existing infrastructure w a s built in 1980 for a smaller student n u m b e r and with a different rationale in terms of disciplinary priorities. Reflect o n whether the current facilities are still adapted to the situation projected for the year 2001. Consider what changes might be necessary to m a k e your facilities m o r e appropriate to the situation in die year 2001.
Having m a d e a diagnosis of the base year situation, you can n o w start to develop a scenario for the existing facilities and their utilization for 2 0 0 1 . For this task, you m a y work directly on the space.wk3 or space.xls file. Y o u should go through the following steps.
Step 1 : First, you need to open the space. wk3 or space.xls file which contains Table 1, representing the base year situation, and Table 2 which is meant for scenario building. Table 1 is only there for your information, you should position yourself immediately on Table 2.
Step 2: Then you should decide on the utilization rates of the different types of space available. R e m e m b e r that you assume to achieve an overall 6 0 per cent utilization rate.
Reflect also on ways and means to achieve such a utilization rate (i.e. improving frequency through the extension of working hours, improving occupancy by achieving a better match of group size and size of the space, etc.). In order to speed up the process, you might want to copy the utilization rates of the base year situation from Table 1 into Table 2.
Decide then for each case if it is realistic to adopt the 6 0 per cent utilization target. If the utilization rate of a given space in the base year is higher than 6 0 per cent, you might also want to maintain it.
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Step 3: Next you have to identify imbalances in the distribution of space a m o n g disciplines, taking into account your projected changes in student numbers. Y o u m a y consider the reallocation of space from one faculty to the other. Also, you m a y want to transform the use of s o m e under-utilized space (for instance changing an unused laboratory into a classroom, or adding side tablet-type chairs).
Step 4 : T h e n you have to envisage the construction of n e w work- stations. Taking into account changes in student numbers in the different disciplines, you have to decide on where and what type of space is most needed. If you want to m a k e a n e w space appear in Table 2, you need to insert a n e w line, type the n a m e of the space in the first column, its projected student capacity in the second one, and its utilization rate in the third one.
Step 5: Finally, print your preferred scenario, if you can, and take s o m e time to judge its appropriateness in terms of the distribution of facilities a m o n g faculties and the overall utilization of space availabilities. Y o u should imagine you have to defend your scenario in front of a planning commission of your University.
4.4 Revisiting the Background Notes a n d the notes m a d e o n the modules
Having completed the exercises in the module, you should return to both the Background Notes that you prepared before starting the set of modules and the notes you m a d e as you read through the information modules.
Reflect on the techniques and strategies that were presented in the modules.
Determine h o w they could be of use to you and your colleagues. A t this point, you might want to draft a strategy that would be appropriate for your o w n situation and keep a record over time of the steps you have taken and the results.
Such a document would complement the Background Notes you prepared prior to commencing the course and constitute a record of your initial analysis and a log of your subsequent actions and the outcome.
While the preparation of this document would require a certain amount of time and discipline, it would provide a very useful record of institutional analysis and change.
It is easy to forget the exact sequence of events over time and a log will be invaluable to you to provide a clear record of events and their consequences.
5. A final w o r d
These materials have been prepared to be used by a range of individuals and in a range of settings. Every effort has been m a d e to present as m u c h information as was readily available at the time of the preparation, and to present it in a clear and accessible format.
Your feedback on the materials would be greatly appreciated. W a s the content of the modules clear and comprehensive enough for your use? Are there other important issues that you feel should be addressed in any of the modules? D o you have any suggestions to m a k e with respect to the format and presentation of the information?
Let the final word be yours.
Address your comments and suggestions to:
Programme Co-ordinator,
Institutional Management In Higher Education, International Institute for Educational Planning ( H E P ) , 7-9, rue Eugène-Delacroix,
75116 Paris, France.
Appendix 1: Study skills
Introductory remarks
S o m e people using these materials m a y not have previously followed a course based on self- study. This section is intended for them, and provides advice to help in developing independent learning skills.
S o m e of the skills and strategies needed are:
• selecting a study environment;
• concentrating;
• managing time;
• reading for comprehension;
• making notes;
• doing exercises.
All these skills will be improved with practice. T h e benefits of mastering such skills will be increased motivation to successfully complete the course and, in the end, higher achievement S o m e participants m a y have completed their formal education several years ago; treat mis section as a refresher course, to help you recall those skills you acquired at the time.
S o m e advice on each independent study strategy follows.
1. Study environment
Y o u must find an area free from distractions to study the course materials.
Concentration is the key to productive study. Concentration implies 100 per cent attention to the task at hand. This is vital to maximizing the time you can devote to this course as busy education professionals.
So, select a good study environment from the beginning and get into the habit of using it regularly every w e e k to study the module and complete the assignments. If you keep an area just for study, your body and mind will become psychologically conditioned to getting into a 'study m o d e ' , every time you settle d o w n there.
26
D o not permit external and internal distractions to interfere with your study targets. External distractions include noise, music, poor lighting, poor ventilation, eating snacks, uncomfortable seating and a stream of people interrupting your thought. Equally, block out internal distractions - daydreaming, reflecting on personal problems - when studying. Finally, do not attempt to study when you are tired.
2. Concentration
B y removing sources of external and internal distraction you can focus and concentrate on the key study tasks for the week. W h a t helps next, is careful planning of what you are going to do. If you have precisely determined your goals, you can focus more easily on achieving them.
D o not permit your mind to wander. If it begins to wander, force it back to the study of the module at hand. Stop for a few minutes, stretch, inhale an extra supply of fresh oxygen into your lungs! If important matters, unrelated to your course work, come to mind, add them to a ' T o D o ' list, and put such ideas aside until you have completed your planned targets for the study period.
3 . T i m e m a n a g e m e n t
Y o u can only afford to spend a small part of your busy weekly schedule on the course. Y o u committed this time in applying to do the course. N o w you must deliver on the time you committed. It will not be easy, with pressures coming from several angles all demanding your immediate attention.
Y o u must select a 'good' time for study purposes - the time of day w h e n you are fresh and able to concentrate. Decide on your weekly allocation of time to the course, and enter these times in your diary as appointments, the kind of appointments that you cannot break. Use the appointed times consistently for study purposes, and plan in advance h o w you will use them.
M a k e a plan for the entire course. Schedule time for reading and doing the tasks; schedule time for the meeting with colleagues w h o are also doing the course; schedule time to complete the assignments.
INSTITUTIONAL M A N A G E M E N T IN HIGHER E D U C A T I O N
If you miss even one study appointment, set yourself a n e w appointment to m a k e up for the missed one. It is only when you approach independent study with this kind of seriousness that you will benefit fully from the course. Obviously, you must be flexible enough to put aside your study in emergencies, but disciplined enough to m a k e up for any time lost.
Keep a written record of what you have done in each study session; this will help to keep you on track. A n d put your overall schedule and your current weekly schedule in a prominent place in your study area. Cross off each item from your list as it is completed. If your family and friends see your seriousness of purpose, they are more likely to be supportive of your completing the course successfully.
4. Study reading
The more efficient you are at reading, the better use you will m a k e of your limited time. Study reading is different from other reading, so you have to plan your reading strategy. O n e tried and tested approach is:
S - Q - R
Skimming-Questioning-Reading
Skim - or scan - the entire module to get an impression of its content; then set yourself:
Questions - to guide your reading to get a better understanding of the module's content; and finally:
Read - actively (not passively) to answer the questions you have posed.
Skimming involves reading titles, subtitles, opening and closing paragraphs of each sub-section, looking at diagrams and figures, and reading the final paragraph. B y skimming, you will get a mental picture of what is the purpose of the module and the kind of information it contains.
Props to reading are note-making, where you summarize the main points as you read, and highlighting, where you mark key points and definitions in the text as you find them.
Y o u should note on paper the main themes, possibly in diagrammatic form.
Y o u can then read thoroughly and systematically to maximize your comprehension and ability to answer each question that you formulated, answering the questions independently of the printed text.
W h e n you m a k e notes, as a study support strategy, you should not copy large chunks of text, or précis or paraphrase. Rather, you should extract the m i n i m u m - the main information topics and sub-topics, the main concepts and unfamiliar terms, and brief definitions if these are n e w to you.
Y o u must also try to reformulate the content in a diagrammatic form, an exercise which both aids comprehension and aids memorization. T o practise this, think of a diagrammatic w a y of summarizing the advice given in this section on study skills.
Appendix 2: Solutions to the exercises
Module Four: Exercise on financial m a n a g e m e n t Solutions
Y o u will find a computer print-out of the computer model (Finance.wkl) attached to this exercise. In this print-out you will find the results of the questions posed in Module Four. Since Module Four is self-explanatory in the sense that it provides an example of all the calculations to be done, it was not necessary to prepare a solution with examples and explanations.
Y o u will find the solutions to the shaded areas of the following tables:
Task 1 : Table 4 Task 2 : Table 6 Task 3 : Table 10 Task 4 : Table 12 Task 5 : Table 14 Task 6 ¡Table 18 Task 7 : Table 20 Task 8 : Table 22 Task 9 : Table 26 Task 1 1 : Table 30
M O D U L E 4 : Simulation exercise on strategic financial management
To input new parameters
1. Press F5 2 . Select INPUT To see financial results
1. Press F5 2 . Select T A B L E 2 8 To see performance indicators
1. Press F5 2. Select T A B L E 30
Table 1 Projected Qualified National Applicants (Government Plan), 1996-200 Year
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
Projection 12500 13181 13900 14657 15456 16298 17186 18123 19110 20152 21250
Table 2 Percentage of Qualified National Applicants, 1996
Erehwon Utopia Old World N e w World Total
Med 2,5%
2,0%
3,0%
1,3%
8,8%
Sci/Technol 7,0%
5,0%
6,5%
5,0%
23,5%
S-Sci.
15,0%
17,0%
12,0%
17,0%
61,0%
Humanit.
12,0%
20,0%
13,0%
12,0%
57,0%
Total 36,5%
4 4 , 0 % 34,5%
35.3%
150,3%
INSTITUTIONAL- M A N A G E M E N T IN HIGHER EDI JCATION
Table 3 Admission Data, fcrehwon University, 1996
% of National Appl Applicants Admitted A p p / A d m Ratio Admission Rate Avg Entry Score
Med 2 , 5 %
313 90 3,48 2 8 , 8 %
29
Sci/Technol 7,0%
875 260 3,37 2 9 , 7 %
28
S-Sci 15,0%
1875 800 2,34 42,7%
24
Humanit.
12,0%
1500 600 2,50 40,0%
25
Total
36,5%
4 5 8 3 1750
2,61 3 8 , 4 % 25 Table 4 Admission Data, Erehwon University, 2001
% of National Appl Applicants Admitted A p p / A d m Ratio Admission Rate Avg.Entry Score
Med 2,5%
407 120 3,39 29,5%
28
Sci/Technol 7,0%
1141 350 3,26 3 0 , 7 %
28
S-Sci.
15,0%
2445 1050
2,33 42,9%
24
Humanit.
12,0%
1956 790 2,48 40,4%
25
Total
36,5%
5949 2310
2,58 3 8 , 8 %
25 Table 5 Student Enrolment and Graduates, Erehwon University, 1996
1st year 2nd year 3rd year final year Total U G Sts Grad Students Weight Weighted Sts U G Degree Grad Degree
Med 90 85 82 80 337 25 3 412 78 6
Sci/Technol 260 245 237 12 754 59 3 931 242 15
S-Sci 800 752 730 7 2289 143 1,5 2504 715 36
Humanit.
600 564 547 11 1722
54 1,5 1803 542 14
Total
1750 1646 1596 110 5102
281 5650 1577 71
Table 6 Student Enrolment and Graduates, Erehwon University, 2001
1st year 2nd year 3rd year final year Total U G Sts Grad Students Weight Weighted Sts U G Degree Grad Degree
Med I20 105 100 85 410 50 3 560 75 10
Sci/Technol 350 310 285 13 958 90 3 1228
272 20
S-Sci 1050
940 860 8 2858 220 1,5 3188 799 51
Humanit 790 710 655 12 2167
100 1,5 2317 608 25
Total
2310 2065 1900
118 6393
460 7293 1754
105
32
Table 7 Matrix of Average N u m b e r of Hours per Student Erehwon University, 1996
Teaching Receiving Medicine Sci/Technology Social Sciences Humanities Total
Med
750 0 0 0 750
Sci/Technol
50 700 0 0 750
S-Sci.
25 50 450 50 575
Humanit.
25 0 100 450 575
Total
850 760 550 600 2650
Table 8 Matrix of Required Student Hours, Erehwon University, 1996
Teaching Receiving
Medicine
% SciTechnology
% Social Sciences
% Humanities
% Total
%
Med
309000 88,2%
0 0,0%
0 0,0%
0 0,0%
309000 9,3%
Sci/Technol
20600 5,9%
651700 9 3 , 3 % 0 0,0%
0 0,0%
672300 2 0 , 2 %
S-Sci.
10300 2 , 9 % 46550 6 , 7 % 1126800 81,8%
90150 10,0%
1273800 3 8 , 3 %
Humanit.
10300 2,9%
0 0 , 0 % 250400
18,2%
811350 9 0 , 0 % 1072050 3 2 , 2 %
Total
350200 10,5%
698250 21,0%
1377200 41,4%
901500 27,1%
3327150 100,0%
Table 9 Matrix of Average N u m b e r of Hours per Student Erehwon University, 2001
Teaching Receiving Medicine Scirrechnoiogy Social Sciences Humanities Total
Med
750 0 0 0 750
Sci/Technol
40 700 0 0 740
S-Sci.
30 30 470 25 555
Humanit.
30 20 80 475 605
Total
850 750 550 500 2650
INSTITUTIONAL MANAGEMENT IN HIGHER EDUCATION
Table 10 Matrix of Required Student Hours, Erehwon University, 2001
Tea chi nq Receiving
Mediane
%
Sa/Technology
%
Scaal S a e n c e s
%
Humanities
%
Total
%
Med
420000 88,2%
0 0.0%
0 0,0%
0 0,0%
420000 9.7%
Sa/Technol
22400 4,7%
859600 93,3%
0 0,0%
0 0,0%
882000 20,5%
S-Sci
16800 3,5%
36840 4,0%
1498360 85,5%
57925 5,0%
1609925 37,4%
Humanit.
16800 3 , 5 % 24560 2 , 7 % 255040 14.5%
1100575 9 5 , 0 % 1396975 32,4%
™T<SaT
476000
14¿%
921000 27,7%
1753400 52,7%
1158600 3 4 , » » 4308900 100,0%
Table 11 Required and Available Teachers Erehwon University, 1996
Contact Hours Avg Class Size Req Teachers
Avail Teachers Professors Lecturers Lect/Prof Ratio
Balance Teachers
Med
180 15 1,4
101 23 78 3,39
-13
Sa/Technol
220 25 122
116
¿a 88 3,14
-6 S-Sci
280 35 130
155 ID 140 9,33
25
Humanit
350 35 88
84 I8 66 3,67
A Total
454 466 84 372
2
Table 12 Estimate of Required Teachers, Erehwon University, 2001
Contact Hours Avg Class Size Req Teachers
Lect/Prof Ratio Professors Lecturers
Med
185 20 114
4,00 23 91
Sa/Technol
235 30 125
4,00 25 100
S-Sci
285 40 141
8,00 16 125
Humanit
355 40 98
5,00 16 82
Total
478
80 398
Table 13 Required and Available Support Staff Erehwon University, 1996
Sup/Acad Ratio Req Support Avail Support Balance Support
Med
1,25 126 b5
•61
Sa/Technol
1,00 116 70
^16 S-Sci
0.25 39 60 21
Humanit
0,14 12 63 53
Total
293 260
^33
Table 14 Estimate of Required Support Staff, Erehwon University, 2001
Sup/Acad Ratio Req Support
Med
1,00 114
Sa/Technol
0,83 104
S-Sci
0,22 31
Humanit
0 14 14
Total
263
34
Table 15 Total N u m b e r of Staff, Erehwon University, 1996
Professors Lecturers Research Staff Support Staff
Teaching Staff Total Staff
Med
23 78 20 65
101 186
Sci/Technol
28 88 25 70
116 211
S-Sci
15 140 15 60
155 230
Humanit
18 66 15 65
84 164
Total
84 372 75 260
456 781
Table 16 Total N u m b e r of Staff, Erehwon University, 2001
Professors Lecturers Research Staff Support Staff
Teaching Staff Total Staff
Med
23 91 25 114
114 253
Sci/Technol
25 100 35 104
125 264
S-Sci
16 125 20 31
141 192
Humanit.
16 82 25 14
98 137
Total
80 398 106 262
478 845
Table 17 Staff Cost, Erehwon University, 1996
Med
Average Salar/ (S000) Professor
Lecturer Researcher Support Staff
Teach Salary (S000) Res Salar/ (S000) Support Salary ($000
Tot Staff Cost (S000)
120 80 60 40
9000 1200 2600
12800
Sci/Technol
110 75 60 40
9680 1500 2800
13980
S-Sci
100 80 55 40
12700 825 2400
15925
Humanit
90 65 55 40
5910 825 2600
9335
Total
107 76 58 40
37290 4 3 5 0 10400
62040
Table 18 Staff Cost, Erehwon University, 2001
Average Salary (S000 Professor
Lecturer Researcher Support
Teach Salary (S000) Res. Salary (SOOO) Support Salary (S000
Tot Staff Cost (SOOO) Med
135 90 65 45
11295 1625 5130
18050
Sci/Technol
125 85 65 45
11625 2275 4680
18580
S-Sci
115 90 60 45
13090 1200 1395
15685
Humanit
100 75 60 45
7750 1500 630
9880
Total
121 86 63 46
43760 6800 11835
62196
INSTITUTIONAL MANAGEMENT IN HIGHER EDUCATION
Table 19 Norvstafl Cost, Erehwon University, 1996
Teach Materials per a Hour ($) Teach Materials ($000|
Research Multiplie!
Research Cost ($000)
Overhead Multiplier Overhead Cost ($000)
Total Non-Stafl Cost ($000)
Med
0,30
