FACULTY and DEPARTMENTAL STRUCTURES: WHAT DRIVES CHANGE IN UNIVERSITIES? Professor Stephen Hagen 1

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FACULTY and DEPARTMENTAL STRUCTURES: WHAT DRIVES CHANGE IN UNIVERSITIES?

Professor Stephen Hagen

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Drivers for Change in a 21st Century University

The higher expectations of students as fee-payers and consumers the pressure of a global economic crisis impacting on university funding streams; To optimize research quality and outputs The pressure to create larger universities and obtain a ‘critical mass’ Partnerships with companies, other universities and local schools and colleges the emergence and development of an HE global ‘market’ which will lead to

increasingly differentiated offers from universities and where providers will have to recognise and deliver what they are good at;

Increasing adoption of online learning and other technologies (and impact on learning methodology)

provision that is increasingly shaped by the needs of employers, professions and markets rather than the expectations of individual academics

increasing pressures on the financial stability and sustainability of universities global rankings and comparisons rather than national or regional benchmarking; rising expectations among all stakeholders – internal and external; but especially

pressure from government to drive the local economy competition increasing within and beyond the HE sector, both at home and

overseas

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The University’s 21st Century

Agenda...Students at the heart of the University

All-year operation

Student centredlearning experience

Connected, contributing and celebrating alumni

achievements

Distinctive andprofessional higher education

“Triple helix” partnership with industry and government

Gateway between the regional and

the global economy

Common Core Skills and Employment skills

Vibrant applied research and

innovation culture

Grow research in distinctive and

strategically important academic disciplines

Entrepreneurial approach to

applying knowledge and

expertise

Innovation and business

Strong and dynamic strategic alliances

feeder schools

Expand and improve business

engagement Intellectual

property management

High-impact “with company” and “in

company” provision

Shared facilities with other universities

Pervasive use of new technologies

Increase on-campus overseas

student recruitment

Study Abroadopportunities

Develop international research partnerships

Excellent employment prospects

World position in Global ratings

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Research-informed innovation and

business engagement Entrepreneurship

Transforming lives

Professional, employment-

focused education

Innovation

Distinctive research Economic, social and cultural need

Inspire individuals, organisations and

communities

High quality learning, research and enterprise

Developing the creative, innovation and

entrepreneurial capabilities

Social change and inclusion

Positive impact on the economy, society and culture of society

Engagement

Ethical, open, collaborative and professional work

ethos

Environmentally-aware and sustainable

Excellent student experience

Exchange for knowledge

Magnet for enterprise

Excellence in learning and teaching

Creativity

Engine for social and economic regeneration

Force for health and well being

Partnerships

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VISION & MISSION‘TRANSFORMING LIVES OF PEOPLE & PLACES’

INSPIRE INDIVIDUALS, ORGANISATIONS AND

COMMUNITIES

POSITIVE IMPACT ON THE ECONOMY,

SOCIETY AND CULTURE OF THE

COUNTRY

PROFESSIONAL ... INNOVATIVE ... ETHICAL ... OPEN ... ENGAGED ... CREATIVE ... ENVIRONMENTALLY AWARE

RESEARCH-INFORMED

INNOVATION AND BUSINESS

ENGAGEMENTDISTINCTIVE RESEARCH

EXCHANGE FOR KNOWLEDGE

MAGNET FOR ENTERPRISE

PROFESSIONAL, EMPLOYMENT-FOCUSED

EDUCATION

DEVELOPING THE CREATIVE, INNOVATION AND ENTREPRENEURIAL

CAPABILITIES

EXCELLENT STUDENT EXPERIENCE

EXCELLENCE IN LEARNING AND

TEACHING

SOCIAL CHANGE AND INCLUSION

ENGINE FOR ECONOMIC

REGENERATION

FORCE FOR HEALTH AND WELL BEING

COLLABORATION

BRIDGE TO THE WORLD

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PRIORITY # 1 Enhance research outputs and quality of

publications Grow applied research and innovation capability,

depth and breadth in distinctive and strategically important academic disciplines

Provide a space for debate and discussion, cultural development

Inform learning and teaching; stimulating discussion, debate and dissemination of ideas

Develop a vibrant applied research and innovation culture which attracts and retains first class staff and outstanding research students

Become one of our country’s leading universities offering students an entrepreneurial approach to applying knowledge and expertise to the real world

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PRIORITY # 2 Focus on Raising Quality of Student Experience

Students will be at the heart of the University ... choosing the experience and skills they wish to develop offered innovative, employer focused curriculum and a variety of ways to

engage with learning “Student Voice” ... effective representation and engagement in decision-

making processes underpinned by engaging staff and high quality facilities

Deliver distinctive and professional higher education ... on and off campus across the region and beyond on-line learning

“Intellectual fusion” ... programme design will focus on achieving greater multi-disciplinarity, inter-disciplinarity and trans-disciplinarity across subjects in the curriculum

Emphasis on a high quality student centred learning experience with defined learning outcomes

Ensure Excellent employment prospects for all

Celebrating alumni achievements

Regular reviews of faculty by students (‘student evaluations’)

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PRIORITY # 3 International & Globally Connected

• Develop international partnerships for research and faculty & student exchanges where the “academic fit” is complementary and relevant, and where the benefits of partnership are mutual

• Increase on-campus overseas student recruitment, e.g. by exploiting further the relationship with Study Group, including BRICS, including Asia, South-East Asia, Latin America

• Offer Study Abroad opportunities to “expand the horizons” of our own students

• Increase English Language medium study

• Set up International Fellowships

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PRIORITY # 4 Entrepreneurial

Create a culture of enterprise on the campus

Protect IPR, encourage student start-ups and research spin-outs

Diversity income-streams (active Business School, consultancy, training, sales of materials, summer schools, lease campus space & facilities)

Offer Study Abroad opportunities to “expand the horizons” of our own students

Increase English Language medium study

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UNIVERSITY MANAGEMENT Vice Chancellor

DVC (Academic)

Director of Finance

Director of Human

Resources

PVC(External Relations

& International Development)

DVC (Learning Support)

Exec Dean Arts &

Business TBC

Exec Dean

Education &

Social Science

sCarl

Peters

Dean Research

& Graduate StudiesHefin

Rowlands

Director Portfolio

Development &

Academic PlanningVacant

Director Commerci

al & External ServicesMichael

Hill

Dean of International OfficeGraham Wood

Director of Facilities Managem

entStephen Godber

Director of Centre for Excellence in Learning & Teaching

(CELT)Jo Smedley

University Registrar & Clerk to the

Board of Governor

sSarah ClarkHead of

Newport Business School

Sian ReesHead of

School of Film,

Photography & Digital MediaBarry Atkins

Head of Facilities Services

Helen Powell

Head of Estates Services

Liam Sullivan

Head of Information

ServicesMichael Webb

Head of Centre for Digitally

Enhanced Learning

Paul Andrews

Head of City Campus Learning SupportDawne

Leatherdale

Head of Caerleon Campus Learning Support

Madeleine Rogerson

Head of Student ServicesLawrence Wilson

Graduate

School

Associate Director HE in FE

PartnershipAngela Lewis

Deputy Director

(Curriculum) UHOVIFrancis Cowe

Head of School of Design ,

Engineering, Fashion & TechnologyJenny Hann

Head of School of

Sport, Health & Applied Social

SciencesNicky LewisHead of School of Education

Karen Morris

Head of School of

Humanities & Lifelong Learning

Jenny Cann

Finance

Data Service

s

Human Resource

s

Organisation Design & Developme

nt

Welsh Langua

ge

Associate Director, CELT

Bela Arora

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FACULTY AND SCHOOL MANAGEMENT

Deputy Vice Chancellor (Academic)

Stephen Hagen

Executive DeanArts &Business

Vacant

Executive DeanEducation & Social

Sciences

Head of Newport Business School

Sian Rees

Head of School of Film,

Photography & Digital MediaBarry Atkins

Head of School of Design,

Engineering, Fashion & TechnologyJenny Hann

Head of School of EducationKaren Morris

Head of School of Sport, Health & Applied Social

Sciences Nicky Lewis

Head of School of Humanities &

Lifelong LearningJenny Cann

Head of Faculty Administration Sheena

Haddock

Head of Faculty Administration

Nuala Meadows

Head of Research

Janet Pinder

Head of Community

Programmes Kirsten Merrill-Glover

Academic Subject Leader

Undergraduate Programmes Edward Jones


Postgraduate Programmes

Lyndon Murphy


Photography Paul Cabutts


Performance,Sound & Music

Andy Smith


Computing & Engineering

Eric Llewellyn


Fashion & Design Mark

Jackson

Academic Subject LeaderSecondary ITT

Keri Green

Academic Subject Leader Primary ITT

Elizabeth Barry


Inter-professional Practice

Michelle Culwick

Project Manager QWEST

Lyn Waddington

Academic Subject

Leader PcET (including Franchise)

Richard Lander-Clarke

Director of Sport & Health/Wellbeing

Vacant

Sports Centre

Ryan Statton•Access & Foundation

Other Posts Reporting to

DVC (Academic)


Professional Programmes Jared Davies


Humanities David

Norcliffe

Academic Subject Leader Psychology

& Creative Therapies

Vacant


Education & Linked

Awards Jane WilliamsAcademic Subject Leader

Postgraduate Programmes Shirley Egley


Film , Games & Animation

Vacant

PA Ann Maloney

PA Jan Szary

R&KE AdministratorJoan Fothergill

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THE ROLE OF THE DEPUTY VICE-CHANCELLOR FOR FACILITIES, LEARNING SUPPORT AND REGISTRY

Deputy Vice Chancellor(Learning Support)

Director of Facilities and Campus Management

Director of Learning & Teaching University Registrar

Head of Centre for Digitally

Enhanced Learning

Head of City

Campus Learning Support

Head of Caerleon Campus Learning Supportn

Head of Student Services

& careers

Head of Quality Support

Head of Student Records

Debb BaffHead of Student

Experience

•Study Advice Tutors•Library Staff

•Careers Services•Purchasing administrator•Regional Dev’t Officer•Library Staff

Quality Officers

Head of Admissio

ns & Enrolmen

tKath

Birden

Curriculum Officer

Dirk Bieber

Admissions & Enrolment

Administrator

Sian HossingtonLyne Pope

Colin MorganMichelle

Alyeo-Thomas

Andy Prescott

Maria Smart

Assessment Officer

Marc Turner

Assessment & Awards AdminMary Davies/Joanne Paling

•Deputy Head•Student Mentor Manager•Counsellors•Disability Support•Healthcare•Student Finance

Committee

ManagerLesley

Douglas

Records &

Information

ManagerMatthew Cooper

Administrator

X 1.5 FTEKay

CashmanJulie Wallen

Chair of Board of Governors

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Committee Structure

BOARD OF GOVERNORS

Strategy Review Committee

SENATE

(ACADEMIC BOARD)

Finance and Major Projects Committee

Audit Committee

Nominations Committee

Remuneration

Committee

Ad hoc, time-limited, sub-committees and

working groups

Learning and Teaching Committee

Research Committee

Community Engagement Committee

Culture and Welfare Committee

International Strategy Committee

School Boards

‘Regulatory’ sub-committees (including Academic Appeals, Ethics and Student Complaints Committees, and Student Disciplinary and Offences Board)

Interdisciplinary and Work-based Programme Board

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Relationship between Management Structure and Academic Board and its Sub Committees

Academic Board is chaired by the Rector and the main policy sub committees are each chaired by a member of Senior Management Committee thus maintaining a conduit between the College’s executive structure and its deliberative and consultative fora.

The organisational sub committees (i.e. Faculty Committees) are chaired by Heads of Faculty.

Heads of service relevant to the deliberations of these Committees also attend or delegate a member of staff to attend.

Course Committees are chaired by the Subject Leader responsible for the course.

Heads of Faculty attend Course Committees are members are representative of service areas (academic registry, quality team, marketing etc.) relevant to the course’s operation.

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Deans of Faculty The Head of Faculty is responsible for the leadership and overall management of the provision within a Faculty. Duties include:

managing the Subject Leaders in the Faculty, conducting annual appraisal reviews and ensuring that Faculty staff have appropriate staff development (supported by Human Resources);

leading and coordinating academic planning and development in the Faculty (in consultation with Management Committee and in line with the strategic plan);

managing the Faculty budget and ensuring the effective utilisation of the Faculty’s resources (supported by Business Support);

representing the Faculty ex officio on Academic Board and its Sub Committees; chairing the Faculty Committee, taking an overview of the quality and

standards of the provision in the Faculty and ensuring that College policies and procedures are being implemented;

liaising with College support services in respect of the Faculty’s needs.

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Course Leaders

Each course has a designated Subject Leader who is responsible for its day-to-day course leadership. Subject Leaders line manage the Senior Lecturers, Lecturers and Sessional Lecturers primarily involved in teaching students on the course(s) for which they are responsible. Subject Leaders are responsible for ensuring the efficient and effective discharge of the responsibilities of all course contributors in the provision of teaching, learning support and assessment.

Their duties include:

ensuring the effective organisation and timetabling of the course (supported by Business Support);

implementing the University’s policies and regulations (supported by the Quality Team/Registry);

leading the academic development of the course and preparing course documentation for internal and external validation (supported by the Quality Team);

interviewing and selecting students for admissions (supported by Registry) and organising the course based induction;

organising the election of Student Course Representatives and liaising with these representatives (supported by the Quality Team);

Chairing the Course Committee (supported by the Quality Team); monitoring and evaluating continuously the quality and standards of the student experience and

outcomes, and providing the Annual Course Monitoring Report on the quality and standards of the course (supported by the Quality Team and Registry/MIS);

gathering student feedback about the course and its constituent units (supported by the Quality Team);

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Academic Autonomy

7 7

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■ Universities can open degree ■ All new programm es program m es w ithout prior must be subm itted accreditation: AT, CH , I E, LU , to accreditation to NO , SE, UK be funded: FR , N L ,

ES ■ All new program m es m ust be

subm itted to accreditation to ■ O ther restrictions: be introduced: BB (DE), CZ, CY, EE , F I , I S , LV, DK, GR, H E (DE), HU , I T, LT, P L, T R N RW (DE), PT, SK

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Comparisons between countries Many universities retain near- complete freedom in choosing

the language of instruction and designing the content of degree programmes.

But nearly all face limitations when deciding on overall student numbers and admission mechanisms.

Universities may still set selection criteria for Master’s

programmes in a majority of systems.

With regard to accreditation and quality assurance, regional and national situations differ strongly.

Options here range from no formal accreditation requirements to compulsory accreditation for Bachelor programmes, Master’s programmes or both, and from a free choice of quality assurance procedures and providers, to the ability to select neither

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To SummariseWith regard to academic autonomy, recent

reforms of quality assurance processes in particular have had a strong impact.

Most countries impose some regulations on the overall number of students.

Free admission for everyone holding the basic qualifications is now the exception.

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Summary – cont.

The introduction of new degree programmes usually requires some form of approval from a public authority.

In approximately 25% of European countries, universities are able to open degree programmes without prior accreditation.

In most of the remaining systems, universities require prior accreditation for programmes to be introduced or publicly funded.

This picture is very similar for Bachelor and Master’s programmes; it only differs more strongly in the case of doctoral programmes where most countries can open doctoral programmes without external authority

Universities in most countries have full authority to close programmes.

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Conclusions

Universities are restructuring their Faculties and Departments often to reflect the Agenda for the 21st Century

The agenda is global, student-oriented, economically-driven and research-led

Future reforms should focus on giving universities greater freedom in setting their own admission criteria and setting fees.

The trend is increasingly towards academic autonomy, linked to strong external quality assurance mechanisms.

It will also be crucial to find the right balance between autonomy and accountability by promoting institutional audits or evaluations of internal quality processes.

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FACULTY and DEPARTMENTAL STRUCTURES: WHAT DRIVES CHANGE IN UNIVERSITIES? Professor Stephen Hagen 1