Restructuring the higher education system in Belgium. Lessons from the merger & integration processes at Hasselt University

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Shannon Shields
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1 Restructuring the higher education system in Belgium Lessons from the merger & integration processes at Hasselt University

2 Big Bang in Belgium September 2013: students (10%) move from highschool to university

3 Storyline What happened? Why integration and mergers? How did UHasselt manage the project?

4 HE landscape pre-integration Flanders region: 6 universities 21 highschools students students

5 HE education system Difference between universities and highschools in terms of mission: Education Research Service-providing Student entry rates: BE EU OECD Universities 34% 56% 58% Highschools 39% 14% 18%

Research Service-providing Student entry rates: BE

6 HE education funding Difference between universities and highschools in terms of funding: Education (1st funding stream) Fundamental Research (2nd funding stream) Applied Research (3rd and 4th funding stream) Budget HE 2013 (1st and 2nd funding stream): Universities m Highschools 700 m

(2nd funding stream) Applied Research (3rd and 4th funding stream)

7 BaMa structure Why integration and mergers? Bologna agreement of 1999 Implemented in Flanders in september 2004 Certification of universities and highschools of: Professional Bachelor Academic Bachelor Master Doctor Situation changes after integration

2004 Certification of universities and highschools of:

8 Integration Decree : july 2012 Mandatory! Tight deadlines! Why integration and mergers? (2)

9 Associations HE Why integration and mergers? (3) 5 associations in Flanders: formal structures of cooperation between universities & highschools with common objectives/governance Drives the integration proces Financial-economic motivation Drives the merger proces between highschools after integration

universities & highschools with common objectives/governance Drives the

10 The integration and merger processes Integration: Academic Ba programs: Highschool University Ma programs: Highschool University Dr programs (Arts): Highschool School of Arts Merger: Professional Ba programs Highschool 1 Professional Ba programs Highschool 2 Combined Highschool

programs (Arts): Highschool School of Arts Merger: Professional Ba

11 Scope of integration & mergers 17 highschools integrated 4 mergers between highschools 1 acquisition of a university 7 schools of arts created

12 HE landscape post-integration Flanders region: 6 5 universities highschools

highschools into new entity: Students before integration:

13 Impact for UHasselt Integration UHasselt: 2 highschools integrated 8 Ba en Ma programs 2000 Students Merger of highschools into new entity: Students before integration: Students after integration and merger: 6000 Restructering program

14 HOW? Legal framework: Integration Decree (july 2012) But: many unknown factors & uncertainties Modus operandi: Central project management (ref. Deadlines) Prudential approach Regular reporting to Board

15 Integration Decree General chapter Personnel chapter Finance chapter Missing? Guidelines for transfer of property Guidelines for accounting Various operational aspects: payroll, tax, IP

16 Project management Central project management team Workgroups by function Mixed teams university & highschools Key issues: Trust, transparency Deadlines Conflicting interests Authority (ref. upcoming merger)

highschools Key issues: Trust, transparency

17 Personnel Legal requirement to create two lists of highschool personnel to be integrated into university: List 1 : direct personnel (academic staff) List 2 : indirect personnel (administrative staff) Key Issues - approach Tight deadlines frequent meetings/regular reporting Mixed academic/professional staff indepth analysis of organisation and functional descriptions Fair contingent of administrative staff - ABC Model Conflicting interests long negotiations/dealmaking Attracting and integrating good-quality staff information sessions/interviews/direct communication

academic/professional staff indepth analysis of organisation and functional descriptions Fair contingent of administrative staff - ABC Model

18 Personnel (2) Other issues: Employment contracts & renumeration Personnel policy (code) Payroll Early transfer of personnel Key results: Lists 1 en 2 completed well on time Large group of good-quality administrative staff attracted Large sub-group accepted UHasselt employment contract No major unresolved issues

completed well on time Large group of good-quality administrative staff

19 Finance Legal requirements: Agreement on the split of labour costs of shared services between university and highschools Other needs: Assessment of revenues and costs of each academic program Valuation of past investments Valuation of future revenu streams Understanding of debt and debt-servicing requirements Approach: ABC modelling Developed by finance workgroup and external consultant Lead by UHasselt finance department

investments Valuation of future revenu streams Understanding of debt and debt-servicing requirements

20 Finance (2) Key issues - approach: Lack of cooperation get top management support Unsufficient data on cost-drivers consensus on ABC methodology Results ABC model vary between years decision to use most recent bookyear (2013) Many technical issues long discussions Transition measures for Q pragmatic approach Key results: ABC model finalised on time before start of final negotiations for a general agreement Other major financial issues resolved Q4 agreement reached at start academic year

issues long discussions Transition measures for Q4 2013 pragmatic approach Key results: ABC model finalised on time before

21 General Agreement Very long negotiation proces Opposite viewpoints Final agreement in April 2013 Key elements: Transfer of academic staff Transfer of administrative staff more than fair share Transfer of revenues and costs Transfer of buildings and equiment Usage of buildings (renting) Lumpsum payment (compensation for operating loss)

22 Organisational impact Overall increase of size and complexity Faculties 2 new faculties (Architecture; Industrial Engineering) 150 extra academic staff Relocations of some existing faculties Additional academic calendars Buildings 3 additional buildings; extended IT network Administration 30 additional staff in central services

23 Post-integration Positive impact on student enrollment: Last academic year: +10% This academic year: +5% Further investment in academic staff in integrated faculties Boost in doctoral programs Strong rise of research funds Future investment in infrastructure

24 The End

BA (Hons)/MA Public Policy and Governance (F/T) SH542

BA (Hons)/MA Public Policy and Governance (F/T) SH542 1. Objectives In our world of enormous opportunities and threats, and growing expectations, inequalities, and conflicts, there is much concern on how