This document summarizes a presentation given by Malcolm Gillies on portfolio management at London Metropolitan University. The presentation focused on balancing efficiency, quality, and utility when managing university course portfolios. It discussed massifying higher education while maintaining affordability and quality. It also outlined lessons learned from portfolio reviews, including the importance of deans, data-informed decisions, and managing communications. The goal of portfolio management is responsible educational management that provides value for money through efficient resource use without compromising quality or student outcomes.
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
Bostock King Parker ICED2014 slides Qualified to teachStephen Bostock
Qualified to teach: The impact on professional development of national standards and KPIs within a marketised HE sector, by Stephen Bostock, Helen King and Pam Parker.
Paper at ICED 2014 Stockholm
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
Handout to accompany a presentation for Sheffield Hallam's Learning & Teaching Exchange conference January 2015, available here: http://www.slideshare.net/SHULT/back-to-the-future-jan-2015
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
Successful models of technical and vocational education and training in Fiji.University of Limerick
This presentation outlines the changing landscape of technical and vocational education and training (TVET) in Fiji, a small, upper-middle income island state in the South Pacific. It outlines the key priorities of the largest provider of TVET, Fiji National University: 1) the professionalisation and parity of esteem of TVET teachers in a dual sector university; 2) the development of industry-relevant TVET programmes; 3) the international accreditation of TVET programmes; and 4) matching the supply of, and demand for, TVET programmes. It considers some of the main challenges in achieving these objectives and sets out some recommendations for strengthening the position of TVET, based on Fiji National University’s experience.
When Mauritius became independent in 1968, there was one national university: The University of Mauritius. After nearly fifty years of independence, the higher education landscape has expanded significantly to include some 65 tertiary education institutions (TEIs), 10 of which are publicly-funded. This expansion in the tertiary education sector reveals the impressive progress achieved in the young independent state that Mauritius is, but in a globalised and competitive world, this expansion has started to face challenges and will continue to do so.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : STUDENT AFFAIRS IN INTERNATIONAL CONTEXT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MARIA ERICA SD. DUMLAO, MBA
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
******************************
Student Affairs and Services in Higher Education: Global Foundations
The role of student affairs and services in higher education
The future of International Student Affairs and Services
Social dimension in quality assurance – towards framing the key challengesDominic Orr
The presentation starts out from an understanding of quality assurance, which has a norming and a mapping function in higher education. This means it is also agenda-setting. Assuring the social dimension of higher education provision is a central component of the quality agenda. Therefore, it is necessary to have a discussion on which parts of the higher education lifecycle can be supported and how using quality assurance procedures. There are at least 4 tensions, which challenge any quality assurance procedure for higher education in the context of the social dimension.
Bostock King Parker ICED2014 slides Qualified to teachStephen Bostock
Qualified to teach: The impact on professional development of national standards and KPIs within a marketised HE sector, by Stephen Bostock, Helen King and Pam Parker.
Paper at ICED 2014 Stockholm
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
Handout to accompany a presentation for Sheffield Hallam's Learning & Teaching Exchange conference January 2015, available here: http://www.slideshare.net/SHULT/back-to-the-future-jan-2015
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
Successful models of technical and vocational education and training in Fiji.University of Limerick
This presentation outlines the changing landscape of technical and vocational education and training (TVET) in Fiji, a small, upper-middle income island state in the South Pacific. It outlines the key priorities of the largest provider of TVET, Fiji National University: 1) the professionalisation and parity of esteem of TVET teachers in a dual sector university; 2) the development of industry-relevant TVET programmes; 3) the international accreditation of TVET programmes; and 4) matching the supply of, and demand for, TVET programmes. It considers some of the main challenges in achieving these objectives and sets out some recommendations for strengthening the position of TVET, based on Fiji National University’s experience.
When Mauritius became independent in 1968, there was one national university: The University of Mauritius. After nearly fifty years of independence, the higher education landscape has expanded significantly to include some 65 tertiary education institutions (TEIs), 10 of which are publicly-funded. This expansion in the tertiary education sector reveals the impressive progress achieved in the young independent state that Mauritius is, but in a globalised and competitive world, this expansion has started to face challenges and will continue to do so.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : STUDENT AFFAIRS IN INTERNATIONAL CONTEXT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MARIA ERICA SD. DUMLAO, MBA
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
******************************
Student Affairs and Services in Higher Education: Global Foundations
The role of student affairs and services in higher education
The future of International Student Affairs and Services
Social dimension in quality assurance – towards framing the key challengesDominic Orr
The presentation starts out from an understanding of quality assurance, which has a norming and a mapping function in higher education. This means it is also agenda-setting. Assuring the social dimension of higher education provision is a central component of the quality agenda. Therefore, it is necessary to have a discussion on which parts of the higher education lifecycle can be supported and how using quality assurance procedures. There are at least 4 tensions, which challenge any quality assurance procedure for higher education in the context of the social dimension.
MARKETING SEGMENTATION AND PRODUCT DEFINITION 1.docxinfantsuk
MARKETING SEGMENTATION AND PRODUCT DEFINITION 1
MARKETING SEGMENTATION AND PRODUCT DEFINITION 4
Marketing Segmentation and Product Definition
Shana Williams
Professor Joan Draper
Mercy College
Marketing 225 DLA
11/25/2012
Marketing Segmentation and Product Definition
The Industry
The new service that caters to education reform is The Col School of Secondary Education. This school offers a secondary education everywhere in the U.S. with strategic rock climbing. These courses last every nine weeks without interfering with other required credits. This would enhance the need for competition through meeting the preferences of the schools, parents, and students within the market of education. Along with strategic rock climbing courses, this school will also feature arithmetic, science, and humanities courses . The concept and implementation of The Col School of Secondary Education would intrigue the interest of students and instructors alike since it bases on effective and efficient assimilation of public schools. Education boards has never seen a service like this ever because it allows students who would like to gain cultural knowledge by traveling, decision making, problem solving, and fitness, hence, the opportunity to take classrooms by storm. It is crucial for the product to follow the quality standards of classrooms in order to appeal effectively and appropriately to parents and relevant institutions. The Col School of Secondary Education falls in the education industry in that it is a form of outdoor classrooms at enhancing the minds of instructors and students. This allows instructors to be more responsible for students and challenges them in the classroom by trusting the student as well as themselves. It is ideal for the organization to venture into this industry because of great demand for the change in education reform and effective communication and education system in order to minimize the lack of attentiveness and structure in the classroom. The industry is broken and has lackluster in that the modern society depends on technology for most of its activities. This indicates of the modern society and technology is crucial, but what has happened to making leaders as well as fit individuals in an morbidly obese society?
The Need that the Product or Service Addresses
Col school of rock climbing would aim at enhancing our students to be future leaders and members of society and across the globe. Students will gain characteristics such as planning, concentration, goal setting, sense of achievement, and spatial awareness. These prove to be ideal for today’s job market as well as post secondary education. The service offers something new to education due to the fact that there is so much fuss with education reform and teachers. This is as a result of the lack of creativity in the classroom, students becoming too overly dependent on teachers, and teachers not bein ...
Lecture by Prof Dorothy Bishop, 1st Feb 2017, University of Southampton:
What’s wrong with our Universities, and will the Teaching Excellence Framework put it right?
The Applied Model - A new model for a new era of Graduate EducationMichael Locke
There is a fierce global debate about the value and future of universities.
While there is a myriad of opinions arguing for how universities should change. Few address the issue from the perspective of a student and fewer still seek to design solutions which optimise for student outcomes.
Taking a “student first” perspective, this deck provides a summary of a comprehensive white paper on the subject which can be found here: https://www.locke.com.au/applied-model/
Current narratives in HE are moving beyond a narrow focus on securing employment for students to include them developing a wider and more holistic set of 'attributes'. This brief presentation summarises this trend and explore some of the challenges and future trends that may result.
Work-based Learning, Web Media Production and the Social Media sector: A case...Middlesex University
Summary of publication: Riley, T. (2017) ‘Work-based learning for the creative industries: a case study of the development of BA (Hons) web design and social media’, Higher Education, Skills and Work-Based Learning, Emerald Publishing, Vol. 7 No. 1, 2017 pp.79-91
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
The future of university education: a university of birmingham perspectiveJohn Couperthwaite
Presentation to be made at the University of Birmingham Learning and Teaching conference, June 2013. It explores the recently published paper by Pearson, 'An Avalanche is coming' and it's implications for the Universities' educational future.
personal perspectives, opportunities and dilemmas of an academic developer
27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden
invited seminar
The pipeline for graduate jobs: Strategy from intake to job successEduniversal
Presentation of Prof. Konstantine Gatsios during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 4
"The pipeline for graduate jobs: Strategy for intake to job success"
Similar to Malcolm Gillies - Portfolio management, efficiency, quality, utility (20)
1. National context –are we making our mark?
• The UK National Strategy and Target for Outward Student Mobility
•International context: mobility rates by country
2. Research:
• A picture of participation (who, what, where?)
• Widening participation in outward mobility (findings and current practice)
• The value of outward student mobility: UUKi’sGone International cohort studies
3. The Go International: Stand Out campaign
• activities and how to get involved
The lessons learnt through a critical investigation of professional development and career progression for professional services staff and its significance to Strategic HRM: A Case Study at Keele University
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Professor Brad Mackay explores some of the critical uncertainties posed by Brexit and how they might shape the international competitiveness of the sector in the future.
Dr O’Halloran shares with the network a range of initiatives at the University of Strathclyde, designed to enhance the experience of under-represented groups and demonstrate the University’s core values.
Whether it’s for a job interview, in a team meeting or at the AUA conference, the chances are that you will need to give a presentation at some point in your career. Finding the presentation style that suits you will help you go from death by PowerPoint to creating engaging and memorable sessions for any audience.
Chance and fate in making the connections that ignite the creative spark. At one time or other we all will call on inspiration, support and/or ‘reality checks’ from others with a different perspective, or perhaps wish we had done in hindsight! Some thoughts on how this can happen and how we might help develop an environment to increase the chances of it happening.
We have all been told about the benefits of building a network of contacts, but what can you do if you don’t like ‘networking’? In this talk I will show how I used social media and external organisations to build up my list of contacts and gain a good reputation in HE for my work in data management.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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2. Be part of something . . .
BIG!
The 150 million
question
3. Global post-secondary
education: seven propositions
1. mass education (97%) not elite education (3%)
2. market-driven value for money (affordability)
and successful participation (accessibility)
3. in-country or virtual provision (97%) not
cross-border mobility (3%)
4. total ability to pay (individual, employer, state,
family) rather than public/private contribution
4. Global post-secondary
education: seven propositions
5. skills more than qualifications leading to jobs
6. family opportunity (wealth, immigration) rather
than individual empowerment or benefit
7. global questions of change being addressed
by a highly unglobalized industry (viz. high
national regulation).
5. The Global Challenge
Affordable Quality Education: Value for
Money in an Age of Austerity
Education for the mass of HE aspirants
Affordable to the “whole community”, wherever the
widening participation may come from
Quality: “Decent education . . .”
Value: “For a decent price”.
An Age of Austerity: Declining living standards; reduced
government expenditure
In summary: The continuing massification of HE at a
time of, or because of, austerity.
6. Massification of HE
United Kingdom (Leitch, 2006) By 2020:
Basic skills: over 90 percent of adults Level 2 or above
Intermediate skills: over 70 per cent of adults Level 3 or above
Higher skills: over 40 per cent of adults Level 4 or above (degree)
“2020: Prosperity for all in the global economy – world class skills”
2020: 50 per cent of London jobs requiring Level 4 or higher skills
Australia (Bradley, 2008)
By 2025, 40 per cent of aged 25-34 with degree qualifications
United States (Lumina Foundation, 2011)
By 2025, 60 per cent of the population with degree qualifications.
7. Massification of HE: how?
1. Increasing HE productivity to serve more students
2. Tailoring curriculum, pedagogy (and consequently,
staffing) to meet social, economic or employment
goals
3. Designing new levels of efficiency in support services.
4. Drawing on the different intents of widening
participation, fair access, and massification, to
maximise utility.
Hence, affordable mass education. Of quality?
8.
9. Affordable Quality Education:
a case study
London Met, in its various guises, has been providing
Affordable Quality Education since 1848. Our Strategic
Plan’s No. 1 and No. 2 priorities are “providing a
quality learning experience for our students” and
“enhancing student participation and ensuring fair
access”. Our Plan adds, “on equitable principles”.
10. Affordable Quality Education
1. We are committed to affordable and equitable practice:
• We have set UK/EU undergraduate fees at an average of
£6,850 (approved) and are seeking to bring postgraduate
student fees to an average of £8,000 (recommended)
• We are seeking to harmonise UK/EU and international fees
where there is no government subsidy to students
(recommended)
• We are ensuring affordability both to our students and to the
taxpayers of the future – this is an important aspect of our
Strategic Plan’s commitment to social justice.
11. Affordable Quality Education
2. We are committed to providing value for money:
• We have redrawn undergraduate and postgraduate portfolios
(around 160 courses each) and are increasing teaching time
and term lengths for most of our students
• We are concentrating our research and research training work
so that it also is affordable, and has demonstrable financial
support
• We are process-redesigning our administration, as a prelude
to sharing services with other universities; through application
of a new resource allocation model, efficiencies will benefit the
student experience.
12. Affordable Quality Education
3. We are committed to an access approach:
• We recognise the debt aversion of many, particularly our
poorest students, so have set low, clear price tags
• We are keeping the message simple for prospective students
(e.g. limited fee waivers, rather than bursaries), so our fees
are transparent, and mean what they say
• We have bid for new “affordable” student numbers, and have
successfully been awarded 564 extra student undergraduate
places by HEFCE for 2012/13.
Source: Extract from “Affordable Education of Quality”, Australian HE Congress, Sydney, 26
March 2012.
13. Drivers for portfolio change at
London Metropolitan University
• Merger in progress from 2002
• Student funding debacles, 2007-9
• High student non-completion rates
• Low student satisfaction
• New strategic plan, 2010-13, involving UG and
PG education reviews
• Browne Review → new fees for 2012
• Changing configurations of demand
14.
15. Lesson 1
When you invent a new course,
establish tight time-lines for
assessing its success or failure, and
consequent renewal or deletion.
16. Lesson 2
Regularly weed the portfolio garden,
and dispose of weeds thoughtfully,
lest they just spring up again around
the corner.
17. i-MAP finding
“Three quarters [of institutions, i.e. 76%, in 2010-11]
undertake systematic review of their portfolio – a
relatively new approach for HEIs”
• University level, 29%
• School/faculty level, 23%
• “School level reviews integrating with university level
reviews”, 21%
• Another model, 3%
Source: Innovation in the Market Assurance of New Programmes, i-MAP project,
http://www.i-map.org.uk/documents/i-MAP%20Conference%2017th%20Nov%20-
%20Presentation%20-%20Survey%20of%20Practice.pdf
18. Lesson 3
Cost, demand, employability, and
affordability are key factors, and not a
cop-out to “vocationalism” or “the
professions-only” university. (There
are key associated factors of
mode/location, satisfaction and
reputation.)
19. Lesson 4
Keep the portfolio simple, minimize
administration costs, maximize pence
in the pound to “front-line” activity,
enhance ease in making study
choices. In short, a defensible
portfolio perimeter.
20. Lesson 5
Course reshaping needs to be guided
by what maximizes the institution’s /
faculty’s / department’s educational
and research opportunities. The
normally equates to “has
demonstrable student demand”.
21. Reversal lesson 5
Staff supply and resource supply
need to be taken into account, but
supply-led portfolios only really work
if reputation trumps “natural” student
demand.
22. Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is . . .
23. Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
24. The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy, in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human, physical and financial resources.
25. Lesson 7
Rigorous conformity to a costing
model may produce a “fair” result, but
rarely produces the best result, that
is, rarely maximizes opportunities.
26. i-MAP finding
“Exercise caution in the use of data so that
it is not used to make mechanistic
decisions but rather used to inform
judgements. However, taking decisions
without data or secure market intelligence
can constitute a serious risk.”
Source: Consideration 2.4, http://www.i-map.org.uk/documents/i-
MAP%20Conference%2017th%20Nov%20-
%20Key%20Considerations.pdf
27. Rigour and conformity
But rigour is still needed, in maximizing
resources in support of the mission;
and conformity is needed once the
decisions are made, otherwise a hopeless
confusion will reign, and orderly course
management and marketing will be
undermined.
28. Devolution or subsidiarity
“Staff are not fully appreciating that
decision-making is being devolved,
and faculties are being asked to
manage their portfolios with guidance
and help from costing models.”
29. Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes, and for
practising meaningful collegiality.
30. i-MAP finding
“. . . There is tension between the notion of
academic freedom and institutional efficiency,
accountability and responsiveness. A more
collaborative and collective approach, involving
managers/leaders, professionals and academics
in both programme development and portfolio
management may beneficially ease this tension.”
Source: Considerations 4.1 & 4.2, http://www.i-map.org.uk/documents/i-
MAP%20Conference%2017th%20Nov%20-%20Key%20Considerations.pdf
31. Lesson 9
Work out your communications
approach in advance, and try to get
there before those who will inevitably
oppose you. That said, sometimes
due process means that you must be
seen as reactive rather than
proactive.
33. Media attention: April-May
2011
• 61 per cent neutral
• 20 per cent negative
• 19 per cent positive
The key word: “cuts”
34. Neutral
‘“Bonfire of the lecturers’ begins as
courses cut” (Independent, 16 April 2011)
“London Met may cut more than half of
degree courses” (Guardian, 15 April 2011),
but also “Classicist, musician,
axeman” (Guardian, 3 May 2011)
35. Positive
“Worried about fees of £9,000? How a
degree need not cost so much”
(Sunday Times, 17 April 2011)
“Dressing the wounds of government
cuts” (New York Times, International Herald
Tribune)
36. Negative
“London Met applicants trapped in
limbo by course closures and UCAS
deadline” (Times Higher, 5 May 2011)
“Up to 10,000 student places could go”
(Islington Gazette)
37. Lesson 10
If you are the vice-chancellor be
prepared to be toasted, and roasted.
One person’s portfolio rationalisation
is another’s curricular barbarity, a
third’s denial of academic freedom,
and a fourth’s value for money.
38. The 150 million question
Course portfolio management:
• Part of a larger question of responsible
educational management
• Efficiency in use of resources
• Value for money, in balancing efficiency in
use of resources with quality of
educational outcomes
• Resulting in utility in serving stakeholder
needs.
39.
40. Portfolio Management:
Efficiency, Quality, Utility
Malcolm Gillies
London Metropolitan University
m.gillies@londonmet.ac.uk
07825 781 309