STRATEGIC PLAN for a globally competitive 21st century university: the Ibadan experience

by

O. A. BamiroProfessor of Mechanical Engineering

c/o Faculty of TechnologyUniversity of Ibadanoabamiro@yahoo.com

Delivered on 23rd October 2014 at the Workshop on FUTA Strategic Plan (2015-2020) held at the Ikogosi Warm Spring Resorts,

Ikogosi, Ekiti State

“Simply pushing harder within the old boundaries will not do”

"Vision without Action is a daydream, Action without Vision is a nightmare. Action with Vision is a World Ahead”

Intel

Why Strategic Plan?Why Strategic Plan?SP is a conscious process by which an institution assesses its current state and the likely future condition of its environment, identifies possible future states for itself, and then develops organised strategies, policies and procedures for getting to one or more of them.

(Peterson 1980)SP seeks to answer the questions:

What is this university about? What would we like it to be?What should that entail? How can we get there?

(Hayward, 2003)

Why Strategic Plan?Why Strategic Plan?

The SP process helps to provide an overview of the institution in an open and transparent way that is often not possible in individual interviews and meetings. It allows leaders to explore current values, missions, and goals and to examine them in the context of the current state of the institution, the community, the national economic and political setting, and the international environment. Understanding the current context, existing goals, and institutional aspirations marks an important starting point for thinking about the future.

Corporate Internal ScrutinyCorporate Internal ScrutinyAccomplishing such task calls for a fundamental understanding of the university system, sensing the opportunities and problems that it faces, dealing effectively with strategic decisions, and setting in place the people and operations to implement those decisions; in other words, putting in place proper structure for strategic plan implementation as distinct from the ad-hocism that seems to characterize the handling of strategic issues in the system.

Corporate Internal ScrutinyCorporate Internal ScrutinyThe process involves a comprehensive understanding of the present strengths and weaknesses/challenges, opportunities and threats (SWOT or SCOT) and the required strengths with which sustainable advantage will be achieved through building on the strengths (internal), addressing the challenges (external) and threats (external) while exploiting the opportunities (internal).

Corporate Internal ScrutinyCorporate Internal ScrutinyNew world realities are challenging our adaptive

capacities. We must develop our adaptive capacities rather than our technical capacities. We must distinguish between adaptive and technical work.

Businesses (universities) should adopt systems thinking and the systemic analysis approach in evaluating the environment and devising strategies.

Leadership should focus on exercising leadership rather on the person of leader.

Annabel Beerel in “Leadership through Strategic Planning”

Universities everywhere require leadership and expertise capable of participating in an increasingly complex and globalised world. Universities can demonstrate “world-class” thinking and policy development in the sense that they employ state-of-the-art solutions to pressing challenges of the twenty first century.

AltbachOne of these solutions is the development and implementation of a strategic plan. Institutions must “think” globally without losing sight of their national and local environments.

THE STRUCTURE OF PRESENTATIONTHE STRUCTURE OF PRESENTATION

What are universities for?World-Class University or Globally Competitive 21st

Century University: What is it? The challenge of building one.

The Basic Features of Strategic Planning and its Implementation

The University of Ibadan ExperienceConcluding Remarks

WHAT ARE UNIVERSITIES WHAT ARE UNIVERSITIES FOR?FOR?John Cardinal Newman’s century old idea was predicated on universities being seen as enclaves, separate from the everyday world; places where students and academics engaged in platonic dialogues and where the outcome for both was a deeper understanding of the world and their place in it.

Newman was adamantly against vocational courses (and research, for that matter). Newman described "practical knowledge" as "a deal of trash". He thought that medicine was too applied to be taught at a real university. >>>>>> Ivory Tower

Current Global TrendCurrent Global Trend

In the last two decades, higher education worldwide has moved from the periphery to the centre of governmental agendas in most countries. Universities are now seen as crucial national assets in addressing many policy priorities, and as: sources of new knowledge and innovative thinking; providers of skilled personnel; contributors to innovation; attractors of international talent and business investment; agents of social justice and mobility; contributors to social and cultural vitality; and determinants of health and well-being. (Boulton) >>> Economic growth-oriented model >>> Triple Helix

What are universities for ?What are universities for ?Notwithstanding their diversity of functions, governments focus on the presumed direct economic role of universities based on the assumption that there is a direct, linear in-out relationship between economic outcomes and investment in university research - particularly in science - which has produced welcome investment, and while many governments are asking "how can we make investments in universities that will help us out of the recession?”. There is a temptation for universities to promise what we cannot deliver.

“…This is a something for something deal. This is not just a closing of the gap. It is an investment by the Scottish government”

Mark Batho, Chief Executive of the Scottish Funding Council (SFC) while announcing £1.02 billion of funding in 2012/2013 for the 19 Scottish HEIs.

The SFC and individual universities had to draw up agreements in areas such as:

Access RetentionFlexible degrees The employability of students Translating research into more

opportunities for Scottish business.

“… sanctions would have to be part of the process. If it does not have any teeth it won’t be worth the paper it’s written on” . Bartho

What are universities for What are universities for ??

The university's concern is 'useful knowledge', but not merely with the immediately applicable - a university is a resource for an unknown future. A university that moulds itself only to present demands is one that is not listening to its historians. Today's preoccupations are inevitably myopic, often ephemeral, giving little thought for tomorrow. (Boulton) >>> Need to promote both basic and applied research.

Wet BlanketsWet Blankets“Drill for oil? You mean drill into the

ground to try and find oil? You’re crazy.” Drillers who Edwin L. Drake tried to enlist

to his project to drill for oil in 1859.“This ‘telephone’ has too many

shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us.” Western Union internal memo, 1876.

Wet BlanketsWet Blankets“Heavier than air flying machines are

impossible”. ◦Lord Kelvin, President, Royal Society, 1895.

“The bomb will never go off. I speak as an expert in explosives.” ◦Admiral William Leahy, US Atomic Bomb

Project. [And, of course, the bombs more than went off. Ask the Japanese.]

“Airplanes are interesting toys but of no military value.” ◦Marechal Ferdinand Foch, Professor of

Strategy, Ecole Superieure de Guerre. France

Wet BlanketsWet Blankets“Man will never reach the moon

regardless of all future scientific advances.” ◦Dr. Lee De Forest, inventor of the

vacuum tube and the father of television.

“Everything that can be invented has been invented.” ◦Charles H. Duell, Commissioner, US

office of patents, 1899.

Teaching and ResearchTeaching and Research

The best research and the best teaching depend upon a culture and individual attitudes that value curiosity, skepticism, serendipity and creativity. They are values that are crucial to the university educational process at its most profound, and are most readily acquired in an environment of free-ranging speculation and research. The transfer of research-derived understanding into society by graduates who embody it is probably the most powerful vector by which it reaches society; more important than publications, than spin-outs and technology transfer offices. (Boulton)

What are universities for?What are universities for?The central role of a university is education.

Generation by generation universities serve to make students think. They do so by feeding and training their instinct to understand and seek meaning. True teaching disturbs complacency. They are taught to question interpretations that are given to them, to reduce the chaos of information to the order of an analytical argument and to seek out what is relevant to the resolution of a problem. They learn progressively to identify problems for themselves and to resolve them by rational argument supported by evidence: and they learn not to be dismayed by complexity but to be capable and daring in unravelling it. [Boulton]

Such fundanmental qualities form the bedrock that enables the practical skills needed by society to be most intelligently deployed. Many of the qualities prized by government and business - entrepreneurship, managerial capacity, leadership, vision, teamwork, adaptability and the effective application of specific technical skills - are not primary features, but derivatives from these more fundamental qualities.

- Boulton

Unfortunately, rather than ensuring that our graduates are adaptive, competent and intellectually bold, we increasingly focus on developing highly specific technical skills deployed in predictable settings. We have been concerned with: the derivatives rather than the fundamentals; what is learned rather than how it is learned; training for the short term rather than education for life. [Boulton]

What are universities for?What are universities for?Universities are important parts of the modern innovation process, but not as its drivers. Universities have a different role, which is to help create an environment sympathetic to and supportive of innovation, and particularly where there is internationally-competitive research and excellent graduates. They produce centers of creativity that attract research-intensive companies and investment into a region, and help catalyze innovation in indigenous businesses. The bedrock for this potential remains, however, the university's commitment to education and the exploration, through research, of the limits of our understanding.

The Overall ChallengeThe Overall Challenge Our universities are expected to produce not

only products with the requisite skills set to drive the economy, but, also, most importantly, to engage in research and innovation for socio-economic development.

Helping to transform our economy from resource-driven to knowledge-driven.

This will necessarily involve our transformation into “world-class” institutions to gain relevance. A technology-concerned institution such as the Federal University of Technology, Akure has an important role to play in transforming the economic space if it comes to grip with the above realities as it charts its way forward in the current exercise of developing a strategic plan.

Global Ranking- What is it?Global Ranking- What is it?

Ranking of world universities published by the Times Higher Education Supplement (THES) in September 2005 created a major controversy in Malaysia when it showed the country's top two universities slipping almost 100 places compared with those of the previous year. Notwithstanding the fact that the big drop was mostly the result of a change in the ranking methodology - which was a little known fact and of limited comfort - the news was so traumatic that there were widespread calls for the establishment of a royal commission of inquiry to investigate the matter.

A few weeks later, the Vice-Chancellor of the University of Malaya stepped down. This strong reaction was not out of character for a nation whose current Ninth Development Plan aims at shaping the transformation of the country into a knowledge-based economy with emphasis on the important contribution of the university sector.

Jamil Salmi

Ten Topmost Ranked Universities: 2012Ten Topmost Ranked Universities: 2012RANK SHANGHAI RANKING THES RANKING

1 Harvard University California Inst. of Tech

2 Stanford University Stanford University

3 Massachusetts Inst. of Tech

University of Oxford

4 University of California, Berkley

Harvard University

5 Cambridge University Massachusetts Inst. of Tech

6 California Inst. of Tech Princeton University

7 Princeton University Cambridge University

8 Columbia University Imperial College, London

9 University of Chicago University of California, Berkley

10 University of Oxford University of Chicago

Shanghai Ranking Criteria for UniversitiesShanghai Ranking Criteria for UniversitiesCriterion Indicator Weight

Quality of Education

Alumni of an institution winning Nobel Prizes and Fields Medals

10%

Quality of Faculty

Staff of an institution winning Nobel Prizes and Fields Medals

20%

Highly cited researchers in 21 broad subject categories

20%

Research Output

Papers published in top outlets

20%

Papers indexed in Science Citation Index- expanded and Social Science Citation Index

20%

Per Capita Performance

Per capita academic performance of an institution

10%

TOTAL 100%

Times Higher Education Supplement Times Higher Education Supplement (THES)(THES)

(13 PIs grouped into 5 areas)(13 PIs grouped into 5 areas)

1. Teaching: the learning environment (30% of overall ranking score)

2. Research: volume, income and reputation (30%)

3. Citations: research influence (30%)

4. Industry income: innovation (2.5%)

5. International outlook: staff, students and research (7.5%)

Universities are excluded from the THES World University rankings if they do not teach undergraduates; if they teach only a single narrow subject; or if their research output amounted to fewer than 1,000 articles between 2006 and 2010 (200 a year)

The Universities that feature among the top 100 in the world rankings have been labelled “World Class Universities”.

What is a world-class What is a world-class university?university? ‘everyone wants one, no one knows what it is, and no one knows how to get one’

Altbach 2004

Attributes of a World-Class Attributes of a World-Class University/Globally Competitive 21University/Globally Competitive 21stst

Century UniversityCentury UniversityHighly qualified facultyExcellence in researchQuality teachingHigh levels of government and non-government

sources of funding International and highly talented studentsAcademic freedomWell-defined autonomous governance structuresWell-equipped facilities for teaching, research,

administration and student life. International reputation of the universityUniversity’s contribution to society

JamilJamil’’s Model s Model Superior results of world-class institutions (highly sought graduates, leading-edge research, and technology transfer) can essentially be attributed to three complementary sets of factors at play in top universities:High concentration of talent (faculty and students)

Able to attract the most qualified professors and teachers

Ability and the privilege to select the most academically qualified students

A high proportion of carefully selected graduate students

Weight of graduate Weight of graduate studentsstudents

University Undergraduate

Students Graduate Students

Share of Graduate

Students (%) Harvard 7,002 10,094 59

Stanford 6,442 11,325 64

MIT 4,066 6,140 60

Oxford 11,106 6,601 37

Cambridge 12,284 6,649 35

LSE 4,254 4,386 51

Beijing 14,662 16,666 53

Tokyo 15,466 12,676 45

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JamilJamil’’s Model s Model

Abundant resources to offer a rich learning environment and to conduct advanced research:

Budget allocation by the proprietorTuitions feesContract research from public and private firms and agencies

Financial returns generated by endowments and gifts.

JamilJamil’’s Model s Model

Favourable governance features that encourage strategic vision, innovation, and flexibility that enable institutions to make decisions and to manage resources without being encumbered by bureaucracy:

The overall regulatory frameworkThe degree of academic and managerial

autonomy that the university enjoysThe university can manage its resources with

agility and quickly respond to the demands of a rapidly changing global market

JamilJamil’’s Model s Model Favourable governance:

An inspiring and persistent leaders, a strong strategic vision of where the institution is going

A philosophy of success and excellenceA culture of constant reflection, organizational

learning and changeLess cumbersome bureaucracies and externally

imposed standards

World Class University (WCU) or Service-World Class University (WCU) or Service-Intensive University (SIU)Intensive University (SIU)

According to Pai Obanya:SIU paradigm is not in total disagreement with the research intensive posture of WCU. It is instead an attempt at enhancing the social responsiveness of universities in Africa. This means that the development challenges of Africa must be the core concern areas for African universities. Knowledge is the best tool for getting Africa out of underdevelopment. The knowledge arsenal of a university is derived from its – knowledge generation (or research), knowledge transmission (or Teaching), knowledge transfer (or responsive social engagement)

Checklist at Institutional LevelChecklist at Institutional LevelHow can the institution build the best leadership team? What are the vision and mission statements, and what

are the specific goals that the university is seeking to achieve?

In what niche(s) will it pursue excellence in teaching and research?

What is the target student population? What are the internationalization goals that the

university needs to achieve (with regard to faculty, students, programmes, and so forth)?

What is the likely cost of the proposed qualitative leap, and how is it going to be funded?

How will success be measured? What monitoring systems, outcome indicators, and accountability mechanisms will be used?

ELEMENTS IN STRATEGIC PLANNINGELEMENTS IN STRATEGIC PLANNING

The highest body of an institution i.e. the governing council in tertiary institutions

All stakeholders of the institutionA committee with small sample size

representing all interest groups of the institution

Environmental scanning or SWOT analysisCore values, vision, mission, gap analysis

and implementation plan Monitoring , evaluation and feedback

mechanisms

STRATEGIC PLANNING PROCESS

The Strategic Planning ProcessThe Strategic Planning Process(Chinese University of Hong Kong)(Chinese University of Hong Kong)

The drafting involved the Governing Council, Senate and the Administrative and Planning Committee (AAPC)

The Strategic Plan, in a draft outline form, was widely disseminated to the staff, students and alumni.

In addition, 16 forums and briefing sessions were held and a total of 35 written submissions were received.

The Senate considered the Strategic Plan after the incorporation of many of the views collected during the consultation.

Finally the Council adopted it subject to minor amendments.

NEVER A ONE-PERSON OR A ONE-TEAM NEVER A ONE-PERSON OR A ONE-TEAM SHOWSHOW

THREE INTER-RELATED WORKING THREE INTER-RELATED WORKING GROUPSGROUPS

The Core Technical Team is a relatively small multi-interest body to coordinate all planning related activities, the kernel of the entire process.

The Expanded Technical Team, into which the core technical team is embedded offers specialised services to the planning process through a combination of a number of sub-working teams.

The (larger) Stakeholder Group is the entire corps of interest groups made up of internal and external stakeholders.

FRAME WORK of ACTION FRAME WORK of ACTION FOR STRATEGIC PLANFOR STRATEGIC PLAN• Strategic objectives• Expected outcomes• Implementation strategies• Activities• Measurable verifiable indicators• Means of verification• Responsible officers• Assumptions• Costs of Implementation• Period of Implementation

IMPLEMENTATIONIMPLEMENTATION

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Involves mobilizing and utilizing resources and motivating staff to achieve the goals of the strategic plan

Before actual implementation begins, it is important to summarize the plan, showing how it flows from the Institutional vision, mission, values and objectives and how it is expected to lead to the achievement of the desired position for the institution, giving due reference to the SWOT analysis.

IMPLEMENTATION: cont.IMPLEMENTATION: cont.

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The action plans must indicate what, who, where, how and when implementation would take place and its cost.

This means specifying the resources, objectives, time-scales, deadlines, budgets and performance targets for each action plan.

Identify the focal person or unit to implement each strategic objective.

Conditions for effective ImplementationConditions for effective Implementation

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• Activities of the plan must be budgeted for within the responsible department.

• Build the capacity of those who will implement the plan to make them more effective and efficient.

• High level support should be given to the implementation by top management.

• Strategic and accountable leadership needed.

MONITORING and EVALUATIONMONITORING and EVALUATION

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• Monitoring helps to routinely check to ensure that the implementation is moving the institution in the right direction.

• Evaluation is the process of collecting and analyzing information to determine whether implementation is moving according to the planned activities and to know the extent to which the desired goals are being achieved

FEEDBACKFEEDBACK

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• It is important that all participants in the strategic planning process be regularly informed of progress made at various stages of the project. This can serve as a motivating factor to get them to give their best.

• Feedback also has the potential to improve the morale of the employees and create sense of ownership of the strategic decisions made.

• Both negative and positive results should be communicated as fully as possible, as any attempt to selectively give information often produces costly consequences.

STRATEGIC PLANNING TOWARDS BUILDING A GLOBALLY

COMPETITIVE UNIVERSITY: THE UI EXPERIENCE

1952, 1957, 1961 and 1986: Era of Visitation Panels – Documents for self-evaluation.

1975 – 1980 : 5-Year Development Plan mainly in search of social relevance

1980 – 1985 : Golden era of expansion (5-Year Development Plan)

1985 – 1990 : Belt tightening and redressing the excesses of the Past. (5-Year Development Plan)

1995 : The work of the Committee to produce the 1995-2000 Strategic plan was inconclusive.

1998 – : Another SP Committee ended with the publication of “Directions for a Strategic Plan”.

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History of Strategic Plan in UI (I)History of Strategic Plan in UI (I)

1999- 2001: Professor K. Adesogan Committee worked on the UI Vision and Mission for the 21st century (under Felix Ohiwerei Governing Council). This led to the published document on UI Vision and Mission. This involved wide consultations of key stakeholders.

2006 :UI Governing Council under Gamaliel Onosode held a Retreat at Ada, Oshun State and revisited the Vision and Mission document produced by Adesogan committee. The Retreat was attended by members of the Governing Council, Deans, Representative of NUC, some of the former Vice-Chancellors, Representatives of Students and Staff unions.

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History of Strategic Plan in UI (II)History of Strategic Plan in UI (II)

2007-2009: A 10-man committee, headed by Professor Bamgboye (DVC, Admin), was set up to analyse the Report of the Ada Retreat and consult widely. The Committee met with key Stakeholders:

Deans, Heads of Departments Members of staff : teaching and non-teaching Staff and Students Unions Community leaders and Congregation UI Alumni Association Leaders of business organisations, Students and other interested groups

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History of Strategic Plan in UI (III)History of Strategic Plan in UI (III)

In 2008, a Strategic Plan to internationalise University of Ibadan was produced by the Ekhaguere Committee in March 2008. The work involved retreat and wide consultations.

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History of Strategic Plan in UI (IV)History of Strategic Plan in UI (IV)

The Draft Report of the UI Strategic Plan was produced followed by a Retreat to review the report and produce the final report which was approved by the Governing Council.

The Bamgboye committee produced the first ever five-year Strategic Plan for University of Ibadan tilted “Promoting Excellence in Teaching, Research and Community Service: A Five-Year Strategic Plan (2009-2014)”

Thus, the journey to the production of the authentic UI Strategic Plan started with the Ohiwerei Council followed by intellectual backing by the Onosode Council. The report was finally published by the Olanipekun Council. 58

History of Strategic Plan in UI (v)History of Strategic Plan in UI (v)

First Activity by the Ohiwerei First Activity by the Ohiwerei Council: Carving a niche for UI Council: Carving a niche for UI through our vision and mission through our vision and mission statementsstatementsEnvisioning the future and carving a niche for UI was based on our belief that:Any human undertaking in whatever form must be guided by a vision of how to position itself particularly in a competitive environment. A venture also needs to have a raison d’être

What purpose it hopes to serve What niche it must carve for itself The mission it is pursuing to justify its

existence

Concerns on how to:Improve the physical environment of the UniversityImprove the living conditions of students and staffImprove the working conditions of staffImprove the employment opportunities of graduatesImprove the teaching and learning conditionsImprove the finances of the UniversityPromote discipline and internal efficiencies in the

University affairsStimulate excellent training, research and servicesRe-orientate the mind set of all staffs and Students of the

University of Ibadan for professionalism and team workInternationalize University of Ibadan programmes

Wednesday, 19th December 2012 60

HIGHLIGHTS OF ONOSODE COUNCIL HIGHLIGHTS OF ONOSODE COUNCIL RETREAT AT ADARETREAT AT ADA

The Vision StatementThe Vision Statement

“To be a world-class institution for academic excellence geared towards meeting societal needs”

Research-Intensive or Postgraduate University

Why Research-Intensive or PG Why Research-Intensive or PG University?University?

Need for high-level skilled and innovative human resources for the economy

Need for research capacity in all sectors of the economy

Ph.D graduates for the higher education institutions and research establishmentsConsiderable existing research manpower

in the University to run postgraduate programmes

To expand the frontiers of knowledge through provision of excellent conditions for learning and research.

To produce graduates who are worthy in character and sound judgment

To contribute to the transformation of society through creativity and innovation

To serve as a dynamic custodian of society’s salutary values and thus sustain its integrity.

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UI MISSIONUI MISSION

• Striving to be the best in all that we do

• Being truthful, fair and accountable in dealing with others

• Respecting the dignity and rights of all persons

• Working to ensure the safety of our students, staff and all persons

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THE CORE VALUES OF UI - 1THE CORE VALUES OF UI - 1

• Fostering environments where diverse views are sought and respected

• Encouraging and nurturing new ideas that are in harmony with our vision

• Strongly believing that hard-work, diligence, ethical and socially responsible behavior is key to maintaining our integrity.

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THE CORE VALUES OF UI - 2THE CORE VALUES OF UI - 2

(E)xcellence (D)iversity (I)nnovation (S)ervice Delivery and Social

responsibility (I)ntegrity

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THE KEY GUIDING PRINCIPLES OF THE KEY GUIDING PRINCIPLES OF UI (EDISI) UI (EDISI)

Recruiting Teaching and Non-teaching staff that are hard-working, with high sense of dedication, credibility and integrity, to be excellent role models to studentsPromoting hard-work, ethical behaviour and integrity as the bedrock of academic issues, research and outreach community services of the universityAccepting responsibility for our actions and choices we make, and being confident in making value-added differences when needed, conscious of the fact that this is essential for maintaining the University’s leadership position in the nation’s education sectorWorking with a strong assurance that if the staff serves with a high sense of dignity, credibility and integrity, the vision and mission of the University of Ibadan would be achieved.

IntegrityIntegrity under EDIS( under EDIS(II) )

Highlights of SCOT Analysis: Highlights of SCOT Analysis: StrengthsStrengths

A relatively large number of highly qualified, experienced and competent academic staff with great potential for research (pure and applied), and mentoring

Good reputation, strong goodwill/name garnered from many years of quality performance in the sector.

Global network of accomplished alumni with potential commitment to the realization of the University’s Vision and Mission

A high enrolment of students for postgraduate studies and a very virile Postgraduate School, widely acknowledged as the flagship of postgraduate education, training and research in Nigeria and sub-Saharan Africa.

A largely competitive and transparent admission process (involving the Departments/Faculties) that pays attention to the carrying capacity.

Highlights of SCOT AnalysisHighlights of SCOT Analysis:: StrengthsStrengths

A campus-based university with considerable real estate holdings to cater for academic, administrative and residential (staff and students) needs.

An active University Board of Advancement.A virile and highly successful University

Endowment Fund with proven expertise in investment of funds and management by people with high integrity.

A budding research management and administration office

A relatively strong financial management system

Highlights of SCOT AnalysisHighlights of SCOT Analysis:: ThreatsThreats

Uncertainty of Government subvention both in terms of quantum and time of release

Inconsistent and poor implementation of policies - government policy (autonomy, academic freedom, inability to charge appropriate fees, etc.)

Conflicts arising from staff and student unionism. Incessant national strikes Ageing problem which translates to continual exit of

experienced staff. Brain-drain (local and international) Slow/ineffective service delivery Loss of opportunities, credibility and integrity

1.Governance and Management2.Teaching and Learning3.Research, Development and

Innovation4.Human Resources

Development5.Community Service and

Partnership6.The Environment

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MAJOR MAJOR STRATEGIC ISSUES STRATEGIC ISSUES UNDERLYING UNDERLYING THE THE UNIVERSITY OF IBADAN STRATEGIC PLAN UNIVERSITY OF IBADAN STRATEGIC PLAN

7. Staff and Student Welfare8. Finance9. Gender Mainstreaming10. Programme Development11. Internationalization 12. Quality Assurance

Friday, 25th September 2009

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MAJOR STRATEGIC ISSUES IN UNIVERSITY MAJOR STRATEGIC ISSUES IN UNIVERSITY OF IBADAN STRATEGIC PLAN (Contd.)OF IBADAN STRATEGIC PLAN (Contd.)

Handling of each Strategic Handling of each Strategic IssueIssueFor each strategic issue, the following were formulated:

i.Strategic goal

ii.Background

iii.Strategic Objectives

iv.Implementation Strategies

Sample Strategic Issue: Sample Strategic Issue: FinanceFinanceSTRATEGIC GOAL:To ensure an efficient, secure, prompt, transparent, accountable and sustainable financial management system

Sample Strategic Issue: Sample Strategic Issue: FinanceFinanceBACKGROUNDAn important strategy in maintaining high standards of educational activities in UI is a sustainable financial management system. The volatility of the global oil market and the rapid expansion of the higher education sector in Nigeria make it unrealistic for UI to continue to be over-dependent on the federal government. It is, therefore, imperative for the University to diversify its financial base. Financial stability would be further assured through a robust resource planning and fiscal management strategy

Sample Strategic Issue: Sample Strategic Issue: FinanceFinance

STRATEGIC OBJECTIVESThe Strategic Objectives of these goals are to:1.Develop a mechanism to ensure that the University has adequate resources to achieve its vision, mission and objectives.2.Improve efficiencies in management of University finances strategically and prudently.3.Develop and implement a risk management and financial control framework for safeguarding of assets and mitigation of risks.4.Institute a mechanism for improved budgeting for all activities of the University

Sample Strategic Issue: Sample Strategic Issue: FinanceFinance

IMPLEMENTATION STRATEGIES

The Implementation Strategies of these goals are:Developing and implementing a long-term financial policy that links financial resources to broad objectives and priorities of UI Vision.Instituting sound financial operational planning and resource allocation frameworks that meets the identified goals of UI.Developing appropriate investment strategies for growing the University’s financial and human capital aimed at achieving its vision, mission and objective.Strengthening the Endowment Fund and Advancement Centre as sources of fund generation and investment returns.

Sample Strategic Issue: Sample Strategic Issue: FinanceFinance

IMPLEMENTATION STRATEGIESStrengthening and enhancing fund generation from revenue generating units (e.g. DLC, and similar centres) for improved funds generation.Instituting a capital planning mechanism that closely aligns with academic priorities of the University.Strengthening financial processes and controls in order to eliminate waste and leakages and bureaucratic bottle-necks.Developing and implementing policy of risk management and financial control relating to University asset and cash safeguard.Instituting a mechanism for improved budgeting based on increased knowledge of costing of teaching, research, learning and administrative activities of the University

KEY INITIATIVES FOR ACHIEVING STRATEGIC OBJECTIVES/FRAMEWORK FOR ACTION

For each strategic objective of each of the 12 SIs, the Matrix of the Framework of Action was developed with the following elements:

1.Expected Results

2.Implementation Strategies

3.Activities

4.Objectively Verifiable Indicators

5.Means of Verification

6.Responsible Officers/Bodies

7.Assumptions

8.Estimated Cost

9.Time Frame

Sample Strategic Objective 1 Sample Strategic Objective 1 of Financeof Finance

Objective 1 states as follows:

Develop a mechanism to ensure that the University has adequate resources to achieve its vision, mission and objectives.

Expected ResultsA University with robust investments to

be less dependent on Federal Government

 Implementation StrategiesDeveloping appropriate investment

strategies for growing the University’s financial and human capital aimed at achieving its vision, mission and objective.

 

ActivitiesActivities

ActivitiesActivities

The ChallengeThe ChallengeAs you contemplate the journey towards transforming to a world-class institution or a Service-Intensive University, let us ponder these words by Elder Felix Ohiwerei, former Pro-Chancellor of the University of Ibadan:

“The implementation of the Vision is however far more important than its preparation. It calls for fundamental changes in habits and attitude, the way we work, the quality and content of our work; the way we relate with one another as workers and the way we relate with the students - the leaders of tomorrow….what Ibadan is aiming at in the Vision amounts to a cultural change. Certain existing values and existing practices will have to be discarded, while new ones will have to be imbibed: values and practices which are consistent with a creative and innovative institution of higher learning. ”

Felix Ohiwerei, Former Chairman of Council, UI

EXPERIENCE SHARING ON SP IMPLEMENTATIONEXPERIENCE SHARING ON SP IMPLEMENTATION

Maintaining the core values of the University:◦ UI Senate and the 16 ‘graduating’ students in law◦ Worthy in character and learning –the double

jeopardy caseManaging Change

◦ Technology in administration◦ Promotion guidelines

Data Management System◦ Financial management◦ TETFund projects packaging◦ Staff Development◦ Budget Preparation/Envelope

IMPLEMENTATION OF A RESOURCE PLANNING MODEL (RPM)

ERP Model

HR Manager

Accounting Package

Budget Model

Grants Manager

Assets Manager

Projects Manager

Staff/Students Manager

Hostel Accommodation

Manager

Distance Learning Centre

PG School Manager

Energy Model

Staff Housing Manager

OTHERS...

Water Supply Model

Health Care Management

System

The Enterprise Resource Planning Model (ERP)

It is all about Alignment of Factors that It is all about Alignment of Factors that make a WCUmake a WCU

UCI ELEIYELE HOSTEL (1948)UCI ELEIYELE HOSTEL (1948)

UCI ELEIYELE PRICINPALUCI ELEIYELE PRICINPAL’’S OFFICES OFFICE

UCI ELEIYELE STUDENTS HOSTELUCI ELEIYELE STUDENTS HOSTEL

UCI ELEIYELE STUDENTS HOSTELUCI ELEIYELE STUDENTS HOSTEL

Mellanby HallMellanby Hall

The Rehabilitated Mellanby Hall The Rehabilitated Mellanby Hall

New PG HallNew PG Hall(Gen Abdusalam Abubakar) (Gen Abdusalam Abubakar)

UI International Conference CentreUI International Conference Centre

Concluding RemarksConcluding Remarks Implementing a culture change in a university is,

according to a commentator, like trying to relocate a graveyard – surely the inmates cannot help you.

Some have described universities as “organised anarchies” with multiple, ambiguous, and conflicting goals.

This institutional complexity of universities must therefore be recognised by those who will be leading the implementation of the Strategic Plan.

I daresay that it is a matter of collective choice as I wish the University well.

THANK YOUTHANK YOU