Quality Perspectives in Higher Education in Europe Mike

Quality Perspectives in Higher Education in Europe Mike Pupius Director Centre for Integral Excellence Sheffield Hallam University, UK © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Vision of EFQM A world in which organisations In Europe excel © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

EFQM Education Community of Practice: Our Mission To promote and support the adoption of the philosophy, methods, tools and techniques of Excellence by all education organisations in Europe and to develop and share good practice amongst ourselves and the other networks we belong to. © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

A Chancellor’s vision statement It is time for change at Berkeley. We need to examine all aspects of how we conduct our business with the aim of streamlining decision making and infusing our campus community with a service orientation. We must make certain that the same ethos of excellence that marks our teaching and research permeates our entire organisation. Organisational effectiveness is everyone’s responsibility. Chancellor Berdahl © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Challenges in HE (Ruben) Broadening public appreciation of the work of the academy For all we do for our students, community and society, why are we not more appreciated and supported? Increasing our understanding of the needs of workplaces Why don’t employers understand the value of education? Becoming more effective learning organisations Do institutions provide the effective model of organisational learning that our constituents believe they should? Integrating assessment, planning and improvement How dedicated are institutions to these values? Enhancing collaboration and community Institutions advocate these values. Do they live them? Recognising that everyone in an institution is a teacher How do non-faculty staff contribute to institutional teaching? Devoting more attention and resources to leadership Are institutions as committed to learning leadership competencies as they are to teaching them? More broadly framing our vision of excellence Do institutions need to rethink the way they conceptualise and operationalise their core mission? © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

The Never Ending Journey in Pursuit of Excellence What does Excellence mean for you? Where is your institution on the journey to Excellence? © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

International positioning State France Germany Academia © Centre for Integral Excellence Sheffield Hallam University Where is your HE sector? UK Market www. shu. ac. uk/integralexcellence

Characteristics of successful organisations (Barrett, Collins and Porras, de Geus, Fitz-Enz) • A strong, positive, values driven culture • A commitment to learning and self-renewal • Continual adaptation using internal and external feedback from environments • Strategic alliances with internal and external partners, customers and suppliers • A willingness to take risks and experiment • A process orientation • A balanced, values based approach to measuring performance that includes – Corporate survival (financial) – Corporate fitness (efficiency, effectiveness) – Collaboration with suppliers and customers – Continuous learning and self-development (evolution) – Organisational cohesion and employee fulfilment – Corporate contribution to the local community and society © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

The Never Ending Journey in Pursuit of Excellence Where do you want to be? Where are you now? © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Competence and consciousness Conscious Incompetence Unconscious Incompetence Conscious Competence Unconscious Competence A continuous cycle, developing new skills and behaviours © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

The Evolution of Organisational Excellence ? Business/Organisational Excellence EFQM Excellence Model Baldrige Model Business Process Management Juran, Crosby, Peters System Thinking, Psychology Deming’s 14 Points, the Customer Focus on process variability Quality Inspection - Statistical Process Control Scientific Management -Taylorism © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Fundamental Concepts of Excellence Results Orientation Corporate Social Responsibility Customer Focus Leadership & Constancy of Purpose Partnership Development People Development & Involvement Agility © Centre for Integral Excellence Sheffield Hallam University Continuous Learning, Innovation & Improvement Management by Processes and Facts Future Focus www. shu. ac. uk/integralexcellence

EFQM Excellence Model® Enablers Results People Policy & Strategy Leadership People Results Customer Results Partnerships & Resources Processes Key Performance Results Society Results Innovation and Learning Everythingisconnectedtoeverything The EFQM Excellence Model is a Registered Trademark © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

EFQM Excellence Model® as an holistic framework Enablers HR strategies Empowerment Communication Vision, mission values, ethics Style, behaviour Leadership Development Stakeholder Management System Values Management Strategic Planning & Mapping Value chain & resource management Results Process Management BPR Lean Six Sigma TOC ISO 9000 ISO 14000 CRM People Satisfaction Turnover Absence Customer/Supplier Satisfaction Repeat business Financial Results Process Performance Scorecards CSR Sustainability Community impact Innovation and Learning Everythingisconnectedtoeverything The EFQM Excellence Model is a Registered Trademark © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Achieving balanced stakeholder satisfaction Goals and Outcomes Satisfied Stakeholders Proud Employees Delighted Students Enhanced Communities What you and I need to do Individual Objectives Strategic Initiatives Scorecard Strategy Vision Mission Values © Centre for Integral Excellence Sheffield Hallam University What we need to do Operational and strategic focus Our game plan What we want to be Our basis for Competition or Service Delivery What we believe in www. shu. ac. uk/integralexcellence

Self-assessment Taking an honest look in the mirror © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Concept Model Evidence Assessment Strengths Areas for Improvement Score Organised common sense © Centre for Integral Excellence Sheffield Hallam University Action Plans Copyright BQF www. shu. ac. uk/integralexcellence

Areas for improvement • • Recognising the opportunity for leadership development More integrated business and academic planning Personal development through coaching and mentoring Improved internal cooperation across departments and faculties Identification, ownership and improvement of key processes Measuring and enhancing student and staff satisfaction Understanding the wider impact of the institution on the local community and society and the links to corporate social responsibility and sustainable development Developing an institutional balanced scorecard © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

The Excellence Journey Excellence Organisational Development Process Management Corporate Scorecard Goal Deployment Personal Development Customer and Supplier Relationship Management Partnership & Collaboration Learning Organisation Business Plans & Self-Assessment Action plans Strategic tool Planning tool Integration & alignment Health check Maturity of organisation © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Significance of processes: change in the mindset From Hierarchy. . . …. to. . . . Process Working © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Available instruments Five Stage Model (Hardjono, INK) Quality of Society Quality of the Value Chain Quality of the System Quality of the Process Product Quality © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence Degree of complexity

Managing Relationships Uneven Relationship Negotiated Relationship Crisis of Purpose Complacent Coercive (Win/Lose) Hierarchical Thinking Cooperative Relationship Joint Continuous Improvement (Win/win) Joint Interests Positional (Involvement) (Old Crisis Policies) of Initial Trust Adversarial (Defensive) Crisis of Interdependence Process Thinking Copyright John Carlisle Partnerships © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Significance of processes: change in the mindset Process Thinking Relationships Partnership Cooperation Internal cohesion Integration Alignment From Hierarchy. . . …. to. . . . Process Working Integrating for Excellence © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Leadership issues • Does the institution recognise that all managers and academic staff are leaders? • How does the institution develop its mission, vision and values? • How does it review the effectiveness of its leaders? • How do leaders develop the management system to enable the strategic management of its processes? • How do senior leaders encourage cross— institution collaboration and partnership? © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Characteristics of successful organisations (Barrett, Collins and Porras, de Geus, Fitz-Enz) • A strong, positive, values driven culture • A commitment to learning and self-renewal • Continual adaptation using internal and external feedback from environments • Strategic alliances with internal and external partners, customers and suppliers • A willingness to take risks and experiment • A process orientation • A balanced, values based approach to measuring performance that includes – Corporate survival (financial) – Corporate fitness (efficiency, effectiveness) – Collaboration with suppliers and customers – Continuous learning and self-development (evolution) – Organisational cohesion and employee fulfilment – Corporate contribution to the local community and society © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Reaching the Essence (Erasmus, October 2005) The Essence Breakthrough Continuous Improvement Control Spirituality Aesthetics Values (Professor Teun Hardjono, October 2005) © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Seven Levels of University Consciousness (after Barrett) Service 7 Making a difference 6 Internal Cohesion 5 Transformation 4 Self-esteem 3 Relationships 2 Survival 1 © Centre for Integral Excellence Sheffield Hallam University Social Responsibility Service to humanity and the planet Future generations Strategic Alliances Community Involvement, Staff Fulfillment Partnerships Strong Cultural Identity Shared Vision, Shared Values, Creativity Continuous Renewal Continuous Learning, Adaptability Continuous Improvement Organisational Effectiveness Excellence, Effectiveness, Quality, Systems Professionalism Loyalty and Relationships Open Communication, Student Satisfaction Financial Stability Surplus, Safety www. shu. ac. uk/integralexcellence

Fundamental Concepts and the Seven Levels of Consciousness (adapted from Barrett) Service 7 Corporate Social Responsibility Making a difference 6 Partnership Development Customer Focus (Collaboration) People Development and Involvement Internal Cohesion 5 Leadership and Constancy of Purpose Transformation 4 Continuous Improvement, Learning and Innovation Self-esteem 3 Excellence Management by Processes and Facts Relationships 2 Customer Focus (Satisfaction) Survival 1 Results orientation © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Seven Levels of Organisational Consciousness Positive Focus / Excessive Focus SERVICE TO HUMANITY SERVICE & SOCIAL RESPONSIBILITY 7 PARTNERSHIPS & COLLABORATION 6 STRATEGIC ALLIANCES AND PARTNERSHIPS COMMITMENT & TRUST 5 DEVELOPMENT OF A STRONG COHESIVE CULTURE EMPOWERMENT & 4 INNOVATION 3 LOYALTY & RELATIONSHIPS 2 © Centre for Integral Excellence Sheffield Hallam University Employee fulfillment. Community involvement. Commitment. Enthusiasm. Shared values. PERFORMANCE & EFFICIENCY PROFIT & SAFETY Ethics. Social responsibility. Future generations. 1 CONTINUOUS RENEWAL AND LEARNING Adaptability. Innovation. Teamwork. HIGH PERFORMANCE SYSTEMS AND PROCESSES Productivity. Efficiency. Quality. Professional growth. Bureaucracy. Complacency. RELATIONSHIPS THAT SUPPORT THE ORGANIZATION Good communication between employees, customers and suppliers. Manipulation. Blame. PURSUIT OF PROFIT AND SHAREHOLDER VALUE Financial soundness. Employee health and safety. Exploitation. Over-control. www. shu. ac. uk/integralexcellence

Culture comparisons Current Culture Desired Culture Customer satisfaction Continuous improvement Teamwork Professionalism Making a difference Limiting values Bureaucracy Hierarchy Cost reduction Customer satisfaction Employee recognition Employee fulfilment Employee well-being Continuous improvement Information sharing Teamwork Accountability Commitment Adaptability © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

The Four Quadrants Values Individual Values and Beliefs Behaviours Individual Actions and Behaviours • Personal Values • Leadership Style Individual • Personal Behaviours • Leadership Behaviours • Levels of Consciousness • Organisational Role (Authority) • Modes of Decision-Making • Individual Drivers & Worldviews • Skills, knowledge Group Values and Beliefs Group Actions and Behaviours • Group Culture Collective • Strategies • Shared Vision • Policies • Organisational Values • Processes • Organisational Beliefs • Systems • Group Drivers & Worldviews © Centre for Integral Excellence Sheffield Hallam University • Performance Measures • The Brand www. shu. ac. uk/integralexcellence

Authenticity Hidden/Internal Identity Values Self image Personality Stories Beliefs Individual Power Ambition Purpose Emotions Body Language Facial expression Logic Intuition Assumptions Visible/External Personal Character Language Leadership Behaviours Alignment style Mental models Knowledge (Values) Alignment Cohesion Mission Alignment Structural Alignment Values Collective models knowledge Stories Legends Vision Collective decision making ? Focuscollective decision/action customer community internal interactions Language Beliefs Collective Actions Behaviours Actions Meetings Policies Systems Strategies Control Social Structures Symbolism Relationships Politics structure Partners Conditioning Teams Processes Physical space T&D Visible brand Climate Culture Momentum © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

EFQM Excellence Model® , Seven Levels and Five Stage Model (Barrett, Hardjono, INK) © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Bringing it all together Values Behaviours Individual Values and Beliefs Individual Actions and Behaviours • Personal Values • Leadership Style Individual • Personal Behaviours • Leadership Behaviours • Levels of Consciousness • Organisational Role (Authority) • Modes of Decision-Making • Individual Drivers & Worldviews Seven Levels Model Group Actions and Behaviours Group Values and Beliefs • Group Culture Collective • Shared Vision • Organisational Values • Organisational Beliefs • Group Drivers & Worldviews © Centre for Integral Excellence Sheffield Hallam University Seven Levels Model EFQM Excellence Model www. shu. ac. uk/integralexcellence

Delivering Core Values Behaviours Personality Individual Collective Character Individual values and Individual actions and Personal Alignment behaviours beliefs Vision & Values Alignment Culture University and Department/Faculty vision, values and beliefs Mission Alignment University Values Structural Alignment Social Structures University/Dept/Faculty actions and behaviours Identifying potential for alignment, coherence, © Centre for Integral Excellence www. shu. ac. uk/integralexcellence cohesion and integration Sheffield Hallam University

Where is your institution on its journey to Excellence? • • Where is your institution positioned with respect to the influences to state, academia and market? Does it carry out an holistic selfassessment covering aspects of both academic and organisational excellence? Where is it on the journey from hierarchical to process thinking? What stage of quality has been reached? How does your institution measure and act on feedback from key stakeholders? How does it take an integral view in developing strategies for organisational improvement? What values does it espouse and are these being lived? What improvements could you make? © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Vision without action is simply dreaming Action without vision is merely activity Vision with action - you can change the world Joel Barker We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. T S Eliot, Four Quartets © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

ECo. P Future programme • 28 -30 June, 2006, Integrating for Excellence Conference, Sheffield • 20 -22 September, 2006, Siofok, Hungary • 14 -16 March, 2007 London Metropolitan, Canary Wharf • June 2007, Integrating for Excellence, Sheffield • September 2007, Miguel Hernandez, Spain • January, 2008, Intercollege, Nicosia, Cyprus • Integrating for Excellence, Sheffield • October 2008, Liverpool John Moores, Liverpool © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Other future events • EOQ, Tallin, Estonia, 29 November, 2006 – The Human Factor – How do you get people motivated for quality? – Possible solutions to possible problems • EOQ Conference, Prague, 21 May, 2007 • Seminar, Eindehoven, Autumn, 2007 © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Integrating for Excellence rd 3 International Conference 27 -29 June 2007 © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence

Thank You! Centre for Integral Excellence Sheffield Hallam University, UK Mike Pupius m. pupius@shu. ac. uk 0114 225 4135 or 0114 225 2044 www. shu. ac. uk/integralexcellence © Centre for Integral Excellence Sheffield Hallam University www. shu. ac. uk/integralexcellence