Lyon , HUMANE, 19-20 October 2007

1. Effects of changes of political context for Czech universitiesTomáš KopřivaInstitute of Chemical Technology Prague Lyon, HUMANE, 19-20 October2007

2. Agenda • Political changes: a new situation • OECD Thematic Review • OECD recommendations • Governmental concept • Proposals of governance sub-commission • White Paper (Draft) • Conclusion

3. Political changes: a new situation • Post-1989: • autonomy • rapid growth • New HE act 1997: • HEIs become public legal bodies • right to own property • establishment of private HEIs • Other changes – entry to EU, globalisation • New situation – conflicting views • Decision to undertake an independent analysis

4. OECD Thematic Review • Country Background Report for the Czech Republic (Feb 2006) • Visit of OECD experts (March 2006) • Thematic Review of Tertiary Education: Czech Republic: Country Note (Nov 2006)

5. OECD Thematic Review: analysis • External stakeholders absent from policymaking • Extensive institutional and faculty autonomy • Weak role of Board of Trustees (BT) • Institutions inwardly-focused

6. OECD Thematic Review: analysis 2 • Ability of rectors and deans to lead effectively also constrained by: • democratic academic self-governance • academic senates that elect them • relatively short periods of office • high degree of faculty autonomy • focus on maximising faculty income limits availability of central university resources • path of least resistance adopted • difficult to take strategic decisions that involve prioritising between the plans of different faculties

7. OECD Thematic Review: analysis 3 • Influential role of students in senate decision-making can cause problems in: • leadership elections • determining priorities and budgets • conflicts between issues of immediate relevance to students (teaching, social services) and those with less direct impact (research, innovation)

8. OECD Thematic Review: analysis 4 • In comparison with Western European universities: • internal management systems are relatively underdeveloped • ethos of having strong professional management yet to take root

9. OECD recommendations (academic self-governance) • Strengthen steering and co-ordination capacity at system level • Include broader range of stakeholders in governance at strategic (not scientific) system and institutional levels • Improve ability of rectors and deans to lead their institutions • Professionalize university administration

10. Governmental concept(Dec 2006) • Design and implementation of a fundamental reform of governance • broader range of external stakeholders to be included in process of appointing HEI leaders • Rectors and deans (elected through the new electoral system) to be given more freedom and responsibility to make strategic decisions at their level • Council of HEIs to include a chamber of external stakeholders

11. Proposals of governance sub-commission(June 2007) • Diversify HEIs into three groups: • research universities • entrepreneurial universities • teaching universities • Separate strategic, administrative and financial management from academic activities

12. Proposals of sub-commission 2 • Strengthen role of BTs: • approve establishment or dissolution of a university (or parts thereof) • approve long-term plans and budgets • approve annual report on activities • approve annual report on economic management • participate in appointment of rector • Change method of appointing BT members

13. Proposals of sub-commission 3 • Reduce role of academic senates • Limit their role to academic affairs: • election of members of Scientific Board • proposalof study programs • study rules • student affairs

14. Proposals of sub-commission 4 • Limit role of student representatives to aspects directly impacting student life: • quality of teaching • quality of student services • participation of students in R&D and entrepreneurial activities

15. Proposals of sub-commission 5 • Define competencies and powers of rector and registrar: • var. 1: • rector is academic representative responsible for teaching and scientific affairs • registrar is “president” for all other activities • var. 2: • rector is responsible for all activities • registrar is “administrative director”

16. Proposals of sub-commission 6 • Cut down or annul economic and administrative power of faculties • centralise responsibilities and competencies in one place • Professionalize university administration

17. White Paper (Draft)(Sept. 2007) • Analysis of current system: • disconnection of power from responsibility • Tends to conservatism • particular needs asserted over the greater good • external stakeholders are “outsiders” without influence • applicants, students and their families, employers, industrial & R&D partners • no clear distinction between academic, scientific and administrative agendas • complicated proceedings characterised by: • strong position of academic senates • independence of faculties • lack of external stakeholders

18. White Paper (Draft)2 • Goals for reform of governance: • definition of competencies of all “drivers” • separation of academic and executives roles • profiling new role of academic senates, focused on: • evaluation of quality • supervision of teaching and student services • definition of role of external stakeholders • integration of HEIs • creation of simpler and more effective internal organisation structures in HEIs

19. Conclusion • Strengths: • good analysis • consensus of CZ and foreignexperts • firm basis for further development • Weaknesses: • lack of will and courage to make changes • unstable political environment • ceaseless electioneering • God save the Czech HEIs!

20. Thank you for your attention Lyon, HUMANE, 19-20 October 2007