1. Presentation of EQ11 Advisory Group May 6 2011

2. The Approach Faculty reflections Faculty visit and discussions Discussion papers Our challenge was to make sense of these and use these sources of data to make some informed and useful observations and recommendations

3. Our Instructions Not an evaluation Help to advise the University on enhancement of education quality Be clear, short and usable

4. General Observations Many exciting and positive things happening Great deal of energy EQ11 was constructive – created creative dialogue Tension between teaching and research Different views on Ph.D. studies “One University” vs. Faculties Presentism Faculty centered thinking Diversity in practices Focus on internationalisation Student involvement Tactical rather than strategic thinking

5. External Challenges New political environment – autonomy Fees for non EU students Recruitment, retention and generational change of staff Rankings New student generation Meeting societal needs Widening participation

6. Internal Challenges Alignment between aspiration and operation The new autonomy of the university – impact on promotion and recruitment What to do with EQ11 and ownership Ownership and engagement with change agenda Balance: teaching and research Balance: undergraduate and postgraduate training Quality of Ph.D. training Decline in student numbers – adjustment to new student cultures Networking and experimentation in education ICT to enhance education and student experience

7. Lund a “connected university” Connected to: Society Students Faculties and departments International Roots and history as well as future

8. Why a connected university? The world is knowledge-intensive, fast-changing, complex, global... and requires a connected university across fields of study to develop new knowledge and competencies suitable to understanding and acting in such a world.

9. And how can this be done? Connected to society Leading debate and dialogue Relationships with stakeholders Government Industry Community - Connected to students Education, research, support Connected to each other (faculties and departments) Education, research, support; interdisciplinary teaching and research; structures, processes, and culture Connected to international world Networks, partnerships and collaborations Strategic and high quality

10. And how do we do this? Connected to our past and the future values connected to its past, but inform its future through its students needs and expectations and the world as it is today global issues challenges of the contemporary world technology globalisation

11. Disconnections Balance between teaching and research Locus of control Central, rather than faculty, driving and steering Resource allocation principles create barriers for interdisciplinary teaching New activities are started before others are completed

12. Dilemmas (1) Incentive for cross faculty collaborations in teaching An ongoing dialogue between faculties creates possibilities for cross faculty teaching BUT university policies and financial structures create barriers and disincentives that inhibit doing this Teaching is said to be important BUT reward and recognition is through research New generation of teachers and researchers required BUT processes impede this being done quickly Ph.D. is an education BUT: - is financed largely by external research funds. - is sometimes regarded as workforce QA is inconsistent in Ph.D. programs

13. Dilemmas (2) Both students and teachers want to improve quality BUT have different time horizons An organizational structure that allows innovations in teaching/programs BUT does not involve a systematic sharing of knowledge Some faculties have relatively scarce resources BUT have many students

14. Recommendations (1) Move to a student centered environment ”Students as change agents” Incentive systems and “seed-money” for cross-institutional collaborations Build on individual faculty strengths in teaching and learning through networks and seminars to communicate best practice Recognize and reward teaching - ”teaching counts” Implement systematic QA in Ph.D. education Put structures in place to support Ph.D. students Align plans across the university to ensure consistency and coherence – cost benefit

15. T&L Network to Build on Strengths LTH: Pedagogy Academy Economics & Management: Case Teaching Theology & Humanities: Supplemental Instruction Fine & Performing Arts: Inter Arts Center Research in Ed Center* Social Science: Mentoring New Teachers Medicine: Medical Education Center Law: Student- Centered Environment Science: Teaching Close to Research Specialized Centers: Asia House* * In planning stage

16. Recommendations (2) Reinforce and institutionalize the Pedagogical Academies in all faculties Improve recruitment processes without compromising quality Provide efficient electronic support - invest in e-learning Institutionalize the. ”EQ11-dialogue” on a 4-6 year time-scale Create networks for sharing good ideas Promote teaching as a research activity – scholarship of teaching Audit of teaching facilities across the university

17. Recommendations (3) 5 Bs Basis for recommendations - External factors, Quality and relevance - Internal factors, Connected University and faculty diversity respected Balance of education and research - Faculty strategy based on EQ 11 and new incentives - Make sure education is rewarded in merits Basic principles - Employabily, civic engagement and critical academic thinking Bank of ideas - Best practice and incentives – sharing and seed money - Barriers for cross border – suggestions on how to overcome Better processes - Use of ICT, QA of PhD education