Changing process to strengthen SLU

1. Changing process to strengthen SLU

2. SLU develops the understanding and sustainableuse and management of biologicalnaturalresources

3. Why is changeneeded? • The world aroundus is changing; otheruniversities are increasinglycompeting in "our" corescientificfields, for funding and for students. In addition, the number of potential applicantswill fall over the next 10 years, whichwillfurtherincreasecompetition for students. • SLU has unique and important missions that need to be clarifiedbothwithin and outside the university. An integrated SLU is needed to meet the major national and global challengeswe face. • Our prioritiesshouldalways be set on the basis of SLU'scollectiveinterest, particularly in times of financialconstraint. • Wehaveinternalstructure and procedures that can be improved so as to achievemoreefficientcollaborationwithin the university.

4. Whatdowewant to achieve? • Createbetterconditions for gatheringourstrengths and setting priorities– therebybecomingmorecompetitive – in key strategic areas, not leastdegree programmes • Createclaritywithin and outside SLU aboutwhat SLU stands for • Moreefficientuse of resources • Facilitate and increaseintra-universitycollaborationacrossorganisational and geographicalboundaries, by furtherdevelopinguniversity-wideprinciples and procedures, amongotherthings • Developcollegialleadership (in whichheads of department and deans are nominated by staff) to make it a moreeffectivedecision maker and capable of makingwell-foundeddecisions on difficultissues

5. Four sub-projects • FacultyStructure • Management Structure • Education and Organisation • Harmonisation of Administrative Procedures

6. Facultystructure: premises • Eachfacultyshould be able to make overall decisionsthroughoutitsfield of activities • Provide morescope for strategic management within the faculty • Provide scope for greatercost-effectiveness and increasedcollaborationbetweenapplied and basic research • ImproveSLU'sability to compete for students, research funding and increase the scope for collaboration with the surroundingcommunity and the relevant sectors • SLU should be a single organisation without harmful internalcompetition • DevelopintellectualclosenessbetweenSLU'sgeographicallocations

7. Facultystructure: premises(Contd.) • No reassignment of staffbetweenlocations • In principle no change in departmentalstructure • Deans at Alnarp, Ultuna, Umeå • Cleareroperationalprofiles for the faculties • Collaborative centres, centres of excellence, interdisciplinary research and collaborativeplatforms, etc. are important and willremain • Multi-facultydepartmentswill be given resources to stimulateactivitieswithin the growth areas shared by the faculties • In general, the entire Management Group considers that the departments/ activitiesdoing work for morethanonefacultywillconstitute key centres in SLU'sfuturedevelopment

8. Management structure "SLU develops the understanding and sustainableuse and management of biologicalnaturalresources" Faculty1 Faculty 4 Faculty 2 Faculty 3 Veterinary medicine Agriculture Landscape Forest Animals Horticulture Plant protection and plant breedingin horticulture and agriculture Health Life quality Food Environment Production Water

9. LTJ LTJ S S Work Science, Bus. Econ. and Env. Psychology Movium Forest Genetics and Plant Physiology Landscape Architecture, Planning and Management Forest Ecology and Management Plant ProtectionBiology Biomass Technology and Chemistry Plant Breeding Biosystems and Technology Forest Resource Management Molecular Biology Forest Mycology and Pathology Plant Biology and Forest Genetics South. Swedish Forest Research Field Research Unit School for Forest Management Chemistry Forest Economics Wildlife, Fish and Environmental Studies Forest Products Ecology Microbiology Food Science Agricultural Research for North.Sweden Animal Breeding and Genetics Soil and Environment Plant ProductionEcology Biomed. Science and Veterinary Public Health Animal Nutrition and Management Energy and Technology Aquatic Sciences and Assessment Anatomy, Physiology and Biochemistry Economics Animal Environment and Health Biodiversity Centre Species Information Centre Urban and Rural Development Clinical Sciences Aquatic Resources NL NL VH VH

10. Work Science, Bus. Econ. and Env. Psychology . Movium Soil and Environment Forest Genetics and Plant Physiology Plant ProtectionBiology Forest Ecology and Management Landscape Architecture, Planning and Management Ecology Biomass Technology and Chemistry Forest Resource Management Plant Breeding Urban and Rural Development Molecular Biology Agricultural Research for North.Sweden Plant Biology and Forest Genetics Forest Economics South. Swedish Forest Research Field Research Unit Forest Products Chemistry School for Forest Management Forest Mycology and Pathology Wildlife, Fish and Environmental Studies Microbiology Food Science Animal Breeding and Genetics Plant ProductionEcology Biomed. Science and Veterinary Public Health Animal Nutrition and Management Biosystem och teknologi Biosystems and Technology Energy and Technology Aquatic Sciences and Assessment Anatomy, Physiology and Biochemistry Animal Environment and Health Economics Biodiversity Centre Clinical Sciences Species Information Centre Aquatic Resources

11. Responsibility and mandates in the line organisation • Continuedcollegialleadership • Management team at eachmanageriallevel with a contract • Vice-Chancellor – University • Dean – faculty • Head of department – department • Howwill the futureeducational organisation be incorporated in the line management?

12. Principles for management models • Responsibility for content and finance in first and second-cycleeducationwill be centralised • The whole of SLU must benefit • Decision-makingchannels from the Ministry for Rural Affairs to department must be clear • Modelsbased on vision and trust • Models must increaseopenness and promotecollaborationwithin SLU • Frameworks for missions and resourceallocation must • be matrices • be transparent • be long-term • favourdevelopment • be capable of beingsystematicallyfollowed up

13. Proposedstandpoints • Education is part of the university'scoreactivities, and should be included in the same line as research for the purposes of planning, decisionmaking, implementation and follow-up. • Decision-makinglevelsshould be few and clear; preparation is organisedpragmatically. • Resources for education are allocated in line with multi-year missions. • Degree programmes must be the basis for planning; teaching and examination takeplacewithincourses.

14. Board/V-C Central Educational Board Preparation of documentation for costclassification (blue) Faculty Board Decision on missiond and frameworks (black) PN PN PN Educational Board Departmental management

15. Areas of responsibility of Educational Boards, proposalsbased on the professionalqualifications that SLU mayaward under the HigherEducationOrdinance Agricultural Sciences Agricultural and Rural Management Master's etc. Forestry Forest Management Master's etc. Veterinary Medicine VeterinaryNursing Domestic Animal Science Equine Science etc. Landscape Architecture Landscape Management, Design and Construction Master's etc. Horticulture Hortcultural Management - Design Master's etc. A singleEducational Board

16. Educationalofferings • RevisedtimetableSub-projectC – proposeddecision to be considered by the Board • Joint activities: • 26/4 Workshop on joint principles for education programmes; directors of studies, administrators, student representatives • 15/5 Educationconference on futureeducationaloffering; externalstakeholders, teachingstaff, students • Web debate forum on education • Workinggroups led by assistantdeans in variousfields: animals, forest, agriculture, as well as landscape architecture and horticulture

17. Reasons • To facilitatecollaborationwithin the university • To allowmulti-facultydepartments • To increasetransparency of allocation of funding and costs

18. Harmonisation – nothing new • Process survey – administrative roles: uniform approaches • Uniform regulations (e.g. third-cycleeducation, docent admissions, etc.) • The "SUHF" (Association of Swedish HigherEducation) model • Overall processes for construction and investment • IT – e.g. joint e-mail system • Document and matter management • Review of service organisation (SLU Service, suppliesunits)

19. Fundingallocation • Uniform principles for allocation of funding from faculty to department, focusing on research and third-cycleeducation. Allocation of funding for first and second-cycleeducation falls under Sub-project B. • Aim: Fewer and more general principles for calculating a budget framework for eachdepartment – linked to an operational mission. • Heads of department: desire a modelsupporting a long-term approach and predictability, as well as the ability to managefundingwithin the department. The allocation is split into • Basic allocation 70 – 80% (mainlysubject grants) • Performance 10 – 20% (publishing and external grants) • Limited-timeinitiatives, approximately 10%

20. Overhead costs • Background • Wide variations in overheads whendepartmentscollaborate on projects • Aim • To develop uniform rules on whatshould and should not be included in various overhead costs, to create uniform practice at the university • To developprocedures for purchase/sale of services within the university • A comparison with otherhighereducation institutions is in progress

21. Recruitment to senior positions • Background • The process of recruiting professors and senior lecturers – a series of formal decisionsinvolvingmanyparties. Variessomewhat from faculty to faculty. • Aim • To agree on a uniform process • Simplify the process using a good IT toolsupporting the work flow – digitalisation

22. Analysis: • Howcan the best use be made of the advantages of multi-facultydepartments? • Howwillmulti-facultydepartments be managed in practice – consequences?

23. Questions

24. Consultation and discussion on proposedfacultystructure 15/4 Org.cttee 24/4 Board 20/5 MG 27/5 Org.cttee 20/6 Board w14 w15 w16 w17 w18 w19 w20 w21 w22 w23 w24 w25 20/6 Facultystructuredecision 2/4-19/4 Individualmeetings with heads of department Impactanalysis 23/4-13/5 Joint consultation and discussionprocedure Unions 22/4 Large-scalemeeting for all staff After the meeting: Staff webarticle on facultystructure and feedback process 20/5 LR Modifyproposalbased on feedback 13/5 Feedback on proposal sent to project team

25. 23/4-13/5 Joint consultation and discussionprocedure • Aim: To enable all staff to express theirviews on the proposedfacultystructure • The proposal is discussed at the department • The head of departmentwill be responsible for ensuring that comments are documented and sent to the project team, preferably via the deans • Feedback must be sent in by 12.00pm Monday, 13 May to louise.winkler@slu.se

26. Consultation on management structure, education and organisation 24/4 Board 20/5 MG 27/5 Org. cttee 20/6 Board 25/9 Board w17 w18 w19 w20 w21 w22 w23 w24 w25 w39 20/6 Decision Management structure 25/9Decisionsguidelineseducationalofferings, implementation plan May Working group meetings Management structure 26/4 Workshop Principles in education programmes; directors of studies, administrators, student reps. 18/6 GUR reporting from workinggroups 15/5Educ. conf. Futureeducationalofferings, externalstakeholders, teachers, students • Implementation: The organisation for educationalplanning and decisionswill be established as of 1 January 2014. Final decisions on educationalofferings and resourceallocation for 2015 will be made by the organisation

27. Consultation on harmonisation of administrative procedures 15/4 Org. cttee 24/4 Board 20/5 MG 27/5 Org. cttee 20/6 Board w14 w15 w16 w17 w18 w19 w20 w21 w22 w23 w24 w25 Feedback with heads of department: 9/4 VH, 10/4 NL, 18/4 LTJ, 23/4 S Working group meetings: Fundingallocationmodels, Overhead costs, Recruitment to senior positions 20/6 Decisionsfundingallocationmodels, calculation of overhead costs, recruitment to senior positions 25/4 Reference group meeting 28/5 Reference group meeting

28. Staff web • Project site for Future SLU • One page per sub-project with participants in different groups • Meetingcalendar • News, articles and contributions to the debate • Q&A • Discussion forum for education • Questionnaire • https://internt.slu.se/framtidens-slu/

29. Changing process to strengthen SLU