UNIV.-PROF. MAG. DR. ERICH THÖNI University Coordinator for INTERNATIONAL RELATIONS

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University of InnsbruckUniv.-Prof. Dr. Erich Thöni

UNIV.-PROF. MAG. DR. ERICH THÖNI

University Coordinator for INTERNATIONAL RELATIONS

Innsbruck Coordinator ASEA-UNINET and EURASIA-PACIFIC-UNINET

LEOPOLD FRANZENS UNIVERSITY OF INNSBRUCK (Austria)

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Images of Innsbruck


‘Innsbruck University (UI):

A case study on approaches to institutional change with the

emphasis on quality assurance’

Workshop:

Change management and institutional development of quality assurance system (in HE)

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Austria

Location of Innsbruck

Innsbruck

Tyrol

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Facts and Figures

Founded 1669 4 Nobel Laureats Today:

6 Faculties (lost 1 by 1.1.04) 80 fields of study 23.000 Students (7.300 foreign) 181 Prof.,1.120 Assoc. Profs.,

Ass.-Profs. And Lecturers, 1.200 Admin. Staff

International relations since its start

Library: 3 mio books, 1.700 manuscipts, 8.000 periodicals, 1.050 (old) handwritings

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International Relations

12 Partnership/Special Cooperation Agreements

Cooperation-, Joint-Study- and Student Exchange Agreements with +250 european und 83 extra-european Universities

Co-Founder of ASEA-Uninet (50 Univ.) and EURASIA-Pacific Uninet (40 Univ.)

Partner of many Worldwide, all EU and National supporting programs for R&T and Education

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International Relations

12 Partnership/Special Cooperation Agreements: Universität Freiburg (D) Universität Padua (I) Universität Trient (I) Universität Genua (I) Universität Lublin (PL) University of Notre Dame (USA) University of New Orleans (USA) University of Florida (USA) Universität Sarajewo (BIH) Chulalongkorn Universität

Bangkok (Thailand) Chiang Mai Universität (Thailand) Gadjah Mada Universität

Yogyakarta (Indonesien)

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Overview

I.I. Some Pre-remarksSome Pre-remarks

II.II. Austrian HE reform alongside European Austrian HE reform alongside European developmentsdevelopments

III.III. Innsbruck’s organizational reform and intentions Innsbruck’s organizational reform and intentions of organizational innovationsof organizational innovations

IV.IV. Innsbruck’s performance oriented reformsInnsbruck’s performance oriented reforms

V.V. Internationalization – A core concern of university Internationalization – A core concern of university reformreform

VI.VI. Some conclusionsSome conclusions

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Some Pre-remarks

What is the purpose of today’s universities?A worldwide overview shows no clear answer for 21st C.We will discuss this issue in part II.

Today, universities are questioned on their academic value system and response to these demands

Many universities, therein different actors perceive these developments as threats and take a defensive stance

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Some Pre-remarks

At present the struggle on public vs. private provision of HE is (again) on

There are several models given – all develop into a mix of PP within an international public policy framework

Crucially important is the development and acceptance of a common definition of ‘quality’ and ‘QA’:

What does quality in HE actually mean?

There is no clear definition for tertiary education!

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Some Pre-remarks

Several concepts are around none yet approved to be enough ‘outcome oriented’

In part II we will discuss“How good is good?”

Let us now enter the “Case study on approaches to institutional change with the emphasis on QA“ and special reference to Austria’s University Act (UA) 2002 and its implementation at Innsbruck’s University

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University law 2002 – General background info

Demand on higher education rising faster than supply of resources

Education gets global business: globalization – internationalization

Shift from hypothesis based to problem based research Publicly assisted – privately run Austria is approaching USA, but completely different

starting point

Some Pre-remarksSome Pre-remarks

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University law 2002: Austria-USA – a simple comparison

Financial support (education is a public good, thus it should be funded by public)

Tuition fee (700 € versus 4700 € on average; amounts to about 10% of budget in A and 20% in USA!!)

Dimension of budgets/finances play a different role, e.g.

Open admission policy versus entrance exams


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University Reform acts in Austria from 1993 University Organisation Act of 1993 (UOG 1993)

Provided basis for ‘institutional autonomy’ of universities University Studies Act of 1997 and amendment of 99

Simplified the Study Law introduced the two-cycle European study architecture

Decree of 2000 Introduced tuition fees (winter term 2001/2002 onwards)

University Act of 2002 (UG 2002) introduced ‘real autonomy’ ‘global budget’ for several years ‘achievement agreements’ reform of studies


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Overview







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Austrian HE reform alongside Austrian HE reform alongside European developmentEuropean development

Reform Act of 1993 shifted decision-making powers from the Ministry to the universities

Over time the limits of the ‘restricted autonomy’ got obvious. Therefore… universities should be granted full legal capacity management culture similar to that of private companies new Act for ‘Modern Studies and Research’ new employment law to facilitate the extended autonomy new employment generally based on contractual law

1993-Reform was formally ‘fully implemented’ in 2000 Preparation of a new act in 2001 which should be

enacted by 2002 and implemented immediately

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UA 2002 – UA 2002 – Intensions and fundamentalsIntensions and fundamentals New organisational types, like ‘Universitätsrat’, ‘Rektorat’ New tasks for ‘Rektor’, ‘Senate’, and the Ministry Separation of Medical Faculties into Medical Universities More self-reliant and more entrepreneurial and

responsible universities New law and governance structure ‘Speed kill’ implementation Competition of universities with ‘rival knowledge

organisations’

All that to motivate for adjustment and quality upgrading

Austrian HE reformAustrian HE reform

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UA 2002 – UA 2002 – Intensions and fundamentalsIntensions and fundamentals

Financial Autonomy/Finanzautonomie Autonomy over all Human

Resources/Personalautonomie Organizational Autonomy/Organisationsautonomie

The Organizational Plan (OP) should serve the transformation of the Development Plan (EP) and by it of the mission and aims of the university


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UA 2002 - Different opinionsUA 2002 - Different opinions

Not many actors at UI and in all Austria were for the 2002-Reform

Several reasons why actors perceived these changes as threats and therefore changes were to oppose

This is one of the important issues in part II !!!


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UA 2002 - General change UA 2002 - General change management at Ministry levelmanagement at Ministry level

Some documented consequences: New, uncommon university structure General Budget Consolidation – reduction of means Pecuniary consequences for Austrian universities:

funding cuts few to no own funds nearly no ‘sponsorship tradition’ few to no own ‘business’ property new personal based on contractual business law lower provided pay funds than foreseen by law


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UA 2002 - General change UA 2002 - General change management at Ministry levelmanagement at Ministry level

introduced tuition fees went into federal budget in 2003 too low funds for the transformation and implementation

costs too low funds to separate Medical Universities

Non-pecuniary consequences for Austrian universities : Information gaps Split between professors into leaders, followers and

resisters Demotivation of the ‘Mittelbau’-level (issue for part II) and

especially of the administrative staff Few reaction at student side, except recently in Vienna


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General change management at Ministry level Meanwhile (2001 to 2004) the Motto to profile

universities got more realistic

From “Towards World-class”

to Minister Gehrer’s:

“We want universities with elite-organizations”, i.e. no elite-university, but each university should observe that their core areas play ‘in the highest European league’, ranking in the foremost in Europe!! (Die Presse 2004, Sonderausgabe)


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UA 2002 - General change UA 2002 - General change management at Innsbruck levelmanagement at Innsbruck level

Cons immediate: E.g. consequence for Innsbruck- budget:

in 2003: € 7.1 mio. less than 2002(in 2004: only 2% more than 2002 while enlarging tasks)

Led to: Personal recruitment stop at all levels Means to invest had to be redirected to pay Reduction of operational means and means to invest

Cons medium/longer term: Reduction in the ‘supply’/offer in research and teaching HEI closer to business better off


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UA 2002 - General change UA 2002 - General change management at Innsbruck levelmanagement at Innsbruck level

Pros: Change in the ‘supply’/offer in research Change in education/teaching implies reconfiguration,

stratification, reorientation To profile the UI, around e.g. new focal points of research

(new ‘brands’ of the university):▪ ‘Alpine Space’

▪ ‘Quantum informatics’

▪ ‘Microbiology’

▪ ‘World order and force’


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Overview







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Innsbruck’s Organizational reform Pre-Discussions on a new ‘Organizational Plan’

Loidl –Plan (Future structure around Research knots) Question-catalogue for existing faculties Answers – basis for core concerns and of future ‘Ziel-

und Leistungsvereinbarungen’ (Aims and performance agreements/achievement agreements)

Faculties – propose their own structures Codetermination in ‘Counselling boards’ Rektorat – more obligations in information(!!),

consultation (!!), accountability (!!)

Innsbruck’s Organizational reformInnsbruck’s Organizational reform

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Core concerns/areas (Schwerpunkte)

Core concerns/areas express ‚competence‘ in Research, Education/Teaching and Administration

Core concerns/areas are established as a ‚voluntary network‘ between several researchers (confirmed by the Rektorat after evaluation)

Core concerns/areas are permanently evaluated and exist for a certain period

Core concerns/areas profile a university internally and externally and allow for targeted support of excellence


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The Statute of the University (permanently revised)

Up to now – definitively introduced:

New guidelines for study reform (alongside ‘Bologna’)

Lecture evaluation procedure and its implementation

Alumni integration

Assignment of functions like ‘Universitätsstudienleiter’(Vice Rector for Academic Affairs)


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The new Organizational Plan


Requests Transparancy Participation Economic, efficient, effective behaviour Guiding via achievement/performance agreement

Therefore

Lean Structure with 2 (ev. 3??) levels

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Innsbruck’s Organizational reform The new Organizational Plan

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Faculty for Education and Communication

Faculty for History and

Cultural Sciences

Faculty for Languages and

Literature

Catholic-Theological

Faculty

Law Faculty

Faculty for Economics and

Statistics

Faculty for Business

Administration

Faculty for

Political Science and Sociology

Faculty for

Biology

Faculty for Chemistry and

Pharmacy

Faculty for Earth and Atmospheric

Sciences

Faculty for Mathematics –

Informatics-Physics

Faculty for

Psychology

Faculty for Architecture

Faculty for

Civil Engineering

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The new Organizational Plan

Time schedule: Provisional Organizational plan by the Rektorat on

22.12.2003 Faculty hearings 23.1.2004 Last change 30.3.2004 Discussion in Senate Decision by University Board by Mid of June 2004

‘Remainders’ remain with the Rektorat Incentives/Disincentives Asymmetries vis à vis Development


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The new Development Plan(to be finished by Summer 2004)

Long-term profile and core concerns in research

Teaching with special reference to realistically expected resources

Some documented consequences:

Leaders, followers and resisters

Difficult development track (organization ahead of development)


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Overview







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Innsbruck’s performance Innsbruck’s performance oriented reformsoriented reforms Innsbruck’s Research reform

Changes alongside the European Research Area (EuRA) Innsbruck’s Study reform

Newest innovations and intentions alongside the European Higher Education Area (EuHEA)

Innsbruck’s Administration reform Centralization on cost efficiency reasons

Innsbruck‘s Public Service Reforms

- stronger cooperation with provincial government, town and regional business on transformation of knowledge

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European Research Area

Restructuring alongside core concerns/areas Concentration vs. deconcentration Consequences:

Support of junior scientists ▪ Lack of Graduates in Maths, Science and Technology

▪ Gender problems

Research evaluation (in preparation) Extension of knowledge transfer into business

Innsbruck’s performance oriented reformInnsbruck’s performance oriented reform

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European Higher Education Area

Bologna process and its further implementation Open fields:

Improving the quality of teachers Asymmetries in recruitment optimization of student services

New intentions: LLL and ‘New attractive learning’ language skills Increasing ‘Mobility’ and Increasing ‘International Seminar Rooms’ en place

Consequences: Budget restrictions, recruitment stop, only few changes like ‘Chipcard’ as (only) student document


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Administration

Leftovers of former Administration reform (NPM) Overstressed and underpaid personal Recruitment stop Dismissal from ‘Bundeshaushaltsrecht’/Federal budget law New business accounting system - SAP

Consequences Short-term: Slight lifting of recruitment stop in 2004 Centralization intentions SAP: Upgrading of knowledge on revenues, expenditures, costs, etc.

Consequences Medium-term: Lean and efficient administration Introduction of an ‘education passport’ for continuous training


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Overview







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Internationalization

Positioning of the UI ‘Cooperation’ dominates vis-à-vis industrial, semi-

industrial, and developing countries in mobility ‘Competition’ dominates over ‘brightest minds’

European/Austrian/Innsbruck’s ‘HE marketing’ European mobility En place intentions Third countries’ handling (China, Latin-America ….) Consequences:

Internationalization – a real centre focus? Innsbruck’s HE-marketing – not yet transformed! Alumni-work: a forgotten field for many years

InternationalizationInternationalization

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Overview







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Some conclusions: General

World-class university? Should that be the motto for the entire university or only

for some departments? What about the others? What is a world-class university? What is and who does the appropriate international

evaluation?

Discussion in part II !!!!!!

Some conclusionsSome conclusions

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Some conclusions: Innsbruck University Own (authors) conclusions:

Focus on a realistic and for all transparent perspective of the university

Avoid overemphasizing and setting up of unrealistic expectations in an environment not allowing for

A comprehensive university is squeezed at several edges:

▪ research

▪ education

▪ administration

▪ societal service

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Special conclusions on Innsbruck University

Trade-off between open access to universities and global budgets, long termed, though ceiled

Funding through research needs first of all funding of research!

Success within EuRA and EuHEA depends mainly on sufficient and efficient ‘outfit’ of the Austrian HEIs

There should be a certain ‘tenure ship’ and therefore ‘job security’ in Austria’s academic, esp. research careers

Staff switches between universities and business should be possible, but not permanent

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Special conclusions on Innsbruck University

By means of the UA 2002 Austrian Universities received an appropriate legislative frame,

Yet, the motivation is down and

yet, the necessary financing, long termand lasting, is missing!!!!

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Univ.-Prof. Dr. Erich ThöniUniversity Coordinator for Int. RelationsUniversity of InnsbruckUniversitätsstraße 15A-6020 Innsbruck, Austria

E-Mail: [email protected]

Documents

UNIV.-PROF. MAG. DR. ERICH THÖNI University Coordinator for INTERNATIONAL RELATIONS