HUMANE Seminar: Does informationtechnology change university management?

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

2

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.“

3

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.

4

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

5

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

6

■ 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

7

Malicious tongues claim:

the discrepancy between aim and reality could not be bigger!

8

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?

9

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

10

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

11

1. Expectations of academics and students

1.1 What sort of people are they?

1.2 What do they expect of the university?

12

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

13

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

14

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

15

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)

16

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)

17


2.1 People and philosophies of yesteryear…

2.2 Structures of yesteryear

18

■ 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


2.1 People and philosophies of yesteryear

19

■ Vested-interest oriented

■ Power-oriented

■ Hierarchy-oriented

■ Rule-oriented

■ Safety-oriented


Philosophy of self-regulation

20

Administrative philosophy

■ organising■ regulating■ enforcing■ supervising

Orientation■ The law


21

2.2 Structures of yesteryear

■ Professorial, institute and faculty structures

■ Administration: hierarchical structure

■ Function-orientation

■ IT-structures based on function-orientation


22

Function-orientation


23

Problems of function-orientation■ Isolated solutions■ Compartmentalised thinking■ Many intersections■ More coordinatory effort required■ Duplication of work■ Communication breakdowns■ Insufficient information■ Department-level responsibilities


24

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


25


3.1 People and philosophies

3.2 Structures

26

3.1 People and philosophies


■ 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

27


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.

28

3.What needs to be changed?

3.2 Structures

■ From function to process orientation

■ From decentral function-oriented IT-processes to integrated IT solutions

29

Process orientation

3.What needs to be changed?

30

Advantages of process orientation

■ Trans-sectoral thinking■ Fewer interfaces■ Quicker processes■ Standardisation■ Clearly defined cooperation■ Transparency


31


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

32


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

33

Up to 1990 Large central solutions

From 1990 Decentral small solutions

Today Integrated solutions:

networked, process oriented


34


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

35


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

36


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

37

The power issue: central or decentralised

becomes irrelevant against the

background of integrated processes


38

■ Target orientation

■ Service orientation

■ Cost-effectiveness orientation

Process orientation Integrated solutions

Outcome re 3. What needs to be changed?

39

Process-oriented SAP-introduction at the University of Bielefeld

4. Example

40

HISSVAHISSVA

HISCOBHISCOBHISBesHISBes

HISFSVHISFSV

HISKBSHISKBS

41

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

42EPK + FB

WKD

Prozesslandkartemit Prozessbereichen

WKD

Prozessbereichmit Hauptprozessen

E 1

F 1

F 2

E 2

E 3

P2

E 3

P1

P3

F 3

F 4

E 4

E 5

Hauptprozess mit Prozessen

Prozessmit Aktivitäten

WKD

Ebene 0

Ebene 1

Ebene 2

Ebene 3

Management-prozesse

Unterstützungs-prozesse

Hochschulsteuerung(Strategische & operative)

Geschäftsprozess-management

Informations-management

Forschung

Studium, Lehre

Lehrveranstaltungs-management

Studierenden-verwaltung

Prüfungs-verwaltung

Drittmittel-management

BeschaffungFinanz- und

Rechnungswesen

Öffentlichkeitsarbeit/Marketing

PersonalwesenFacility

Management

Studierenden-Service

IT-Services

Organisation

Bereitstellung Organisationsinformationen

Kernprozesse

AkademischeSelbstverwaltung

Forschungs-transfer

Forschungs-förderung

Wiss. Informations-bereitstellung

Entwurf Prozesslandkarte - Ebene 0Status: In Bearbeitung

letzte Änderung: 30.05.08 14:18:37

Status: In Bearbeitung


letzter Bearbeiter: dale



letzter Bearbeiter: daleletzter Bearbeiter: dale

Finanz- undRechnungswesen

Stammdatenpflege

Hauptbuchhaltung

Anlagenbuchhaltung

Berichtswesen

Debitorenbuchhaltung

Kreditorenbuchhaltung

AbschlussarbeitenBankbuchhaltung

StammdatenpflegeKosten- und

Leistungsrechnung

PlanungKosten- und Leistungs-rechnung

Ist-Buchungen Kosten-und Leistungsrechnung

Periodische ArbeitenKosten- und Leistungs-

rechnung

BerichtswesenKosten- und Leistungs-

rechnung

Beschaffung

Finanz- undRechnungswesen (Prozessschnittstellen)










Drittmittel-management

PersonalwesenFacility

Management

Stammdatenpflege

Hauptbuchhaltung

Anlagenbuchhaltung

Berichtswesen

Debitorenbuchhaltung

Kreditorenbuchhaltung

AbschlussarbeitenBankbuchhaltung


Leistungsrechnung




rechnung

BerichtswesenKosten- und Leistungs-

rechnung

Kosten- und Leistungsrechnung


Leistungsrechnung




rechnung

Kosten- und LeistungsrechnungStatus: In Bearbeitung










Leistungsrechnung




11

22

1212

7575

Anzahl ModelleAnzahl Modelle


Leistungsrechnung

Kostenarten Kostenstellen Kostenträger

PrimäreKosten- undErlösartenpflegen

SekundäreKostenarten

pflegen

Kosten- und Erlös-artengruppen

pflegen

Kostenstellenpflegen

Kostenstellen-gruppen pflegen

Kostenträgerpflegen

Kostenträger-gruppen pflegen

Kennzahlen

Kennzahlenpflegen

Kostenzahlen-gruppen pflegen

Leistungsart

Leistungsartpflegen

Leistungsarten-gruppenpflegen

4. Example: level concept and process architecture

43

Finanzbuchhaltung & Kasse

Einnahmen buchenLeistungen/Kosten verrechnen

Stammdaten pflegen

Processes concerned

Beschaffung

Bedarfsanforderung erstellenKontierung prüfen

Anforderung genehmigenBestellung durchführenWareneingang buchen

Finanzcontrolling & KLR

Budget planenLeistungen und Kosten verrechnen

Stammdaten pflegen

Drittmittel

Drittmittelprojekt bewirtschaftenDrittmittelprojektnachweise erstellen

PersonalPersonal einstellen

Personal umsetzen/Finanzierung ändern

Personalkosten planenStellenübersicht erstellen

4. Example: processes concerned

44

Verwahrungen bearbeiten

Vorschüssebearbeiten

Kontoauszüge verarbeiten

Rechnungen per Zahllauf auszahlen

Auslandsrechnungen auszahlen

Abbuchungen bearbeiten

Zahlstellen, Handvorschüsse

abrechnen

Anzahlungsanforderung

Debitorengutschrift

Kreditorenrechnung

Bestandsverstärkung Bestandsablieferung

Zahlstellenabschluss

Zahlungseingang

GegenbuchungZahlungsausgang

Belastung aufgrundAbbuchung

Klärungsfällebearbeiten

Überweisung

Erstattung

Ausgleich auf Personenkonto

Ausgleichsrücknahme

Storno

Umbuchung

Manuellen Zahlungseingang

buchen

Manuellen Zahlungsausgang

buchen

Scheckeinreichung bearbeiten

Scheckzahlung

Einnahmen aus Geldkartenzahlungen

verarbeiten

Einnahmen ausÜberweisung

Zahlungsausgang

Sachkontenbuchung

Bankeinzugbearbeiten

AbbuchungEinzugsermächtigung

Scheck

Geldkartenzahlung

Bankverrechnungs-kontenfürhren

Zinsbuchung

Ausgleich auf Bankverrechnungskonten

Saldoübertrag

Bankgebührenbuchung

Korrekturbuchung

Zinsbuchung

Clearingbuchung

Zahlungssperre

DTA

Abrechnung derGeldeinnahmestellen

Abrechnung derHandvorschüsse

BankbuchhaltungStatus: In Bearbeitung









Z1-Meldung

KorrekturbuchungPersonenkonten

pflegen

4. Example: Level 2 – Bank book-keeping (WKD)

45

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

46

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

47

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.

48

Thank you for your attention.

Documents

HUMANE Seminar: Does informationtechnology change university management?