Achieving Excellence in Education in Europe

Achieving Excellence
in Education in Europe
Mike Pupius
Director of Organisational Excellence
Sheffield Hallam University, UK
Chair EFQM Education Community of
Practice
Education Community of Practice http://excellence.shu.ac.uk
Introducing the EFQM Education
Community of Practice

EFQM Education Community of Practice
Our Vision
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.
Making a difference

EFQM Education
Our Vision

EFQM Education
• Networking: 3-4 meeting a year

• Partnership development: TUSSIDE
• Benchmarking: AQIP, University of
Wisconsin Stout
• Education: strategies for implementation,
process management
• Research and evaluation
• Marketing and communication

Greetings from Sheffield

• Former Polytechnic
• University in 1992
• 25,000 students
• Over 3000 staff
• Turnover £105m
• 85% income from
students(government
plus
Education Community of Practice
fees) http://excellence.shu.ac.uk
The Challenges:
Public Sector
• Increasing expectations of the public: the

citizens of our countries
• Increasing expectations from governments for
public services to be efficient and effective
• Value for money
• The experience of public service: as a parent
of a child, as a student, as a patient, as a
citizen

The Challenges:
Higher Education UK
• Changes in the quality assurance regime
• Clash between managerialism and
the traditional collegial and democratic
cultures
• Rising expectations of stakeholders: the
student, the employer, the government and
funding providers
• Widening participation agenda
• E-learning agenda
• Building management capacity and capability
Sharing Good Management Practice
Understanding who the
stakeholders are

Achieving the Balance
Collegiality
Managerialism Democracy
Managerial effectiveness Academic freedom
Creativity
Innovation
Accountability
Value for Money
Trust
Stakeholder Needs

Who Are Our Stakeholders?
Companies
Research Funders
NHS
Parents Police Forces
QAA LSC
Students
HEFCE Government
Schools
Institutions DFES
FE Colleges
Other Institutions
Local
Suppliers Faculty Community
and Staff & Region

Who Are Our Stakeholders?
Companies
Research Funders
NHS
Police Forces Companies
Parents
QAA LSC
Students
HEFCE Government
Schools
Institutions DFES
FE Colleges
Other Institutions
Local
Suppliers Faculty Community
and Staff & Region

Who are your stakeholders?
Customers? Funding providers?

Regulatory?
Partners
Society? People?

Who are your stakeholders?
Education
Customers? Funding providers?

Students Regulatory?
Parents
Education Ministry
Employers
Local Government
Society? People?
Communities Teachers
Lecturers
Administrative staff
Technical staff
Required Organisational Change
External customers
Change
Employee Customer
Feedback Feedback
External Customers
Customer Focused and Supportive
Control Oriented and Internally Focused
What is Excellence?
The way of working that enables the

organisation to achieve balanced
stakeholder satisfaction:
• Customer: the student
• People in the organisation
• Funding provider/regulatory body
• The community served

Using the EFQM Excellence
Model® to build management
capacity and capability:

Excellence is about doing
the right things well
Doing the Doing the

right right
things things
What you do
badly well
Doing the Doing the

wrong wrong
things things
badly well
How you do it

Fundamental Concepts of
Excellence
Management by
Processes and Facts
People Development &
Customer Focus
Involvement
Leadership &
Results Orientation
Constancy of Purpose
Partnership Development Public Responsibility
Continuous Learning,
Improvement
& Innovation
The Essence of Excellence in
Education
Understanding and systematically

managing all activities through key process,
and making decisions based on sound information
Having a clear focus on

Developing, involving and the student, whilst considering
engaging staff, and having other stakeholder groups
shared values
Balancing and meeting the needs
of students, staff and others, through
Transparent and clear developing appropriate indicators,
leadership, with a University/ setting and tracking performance and
Schoolwide unity of purpose
benchmarking
Considering the impact on the
Developing meaningful and mutually
local and wider society that
beneficial relationships both
the University/School makes
internally and externally
Managing, sharing and acting on
learning and experiences, making
changes which enable continuous improvement
Only the focus of the service provided
changes: not what needs to be done.
The fundamental concepts transcend all

organisations: public sector, private
sector; large and small.

Symptoms of organisational
dysfunction
Causes Effects
Blaming and
Demoralised
undervaluing
people
people Bureaucratic silo
management. Declining
Inaccessible reputation,
Top-down
leadership control. financial
Lack of trust Conflict and Remote from insecurity,
Ineffective
and inconsistency worsening
decision- customers
of strategies outcomes
openness making.
Poor
communications
Under funding Detached from
and the needs of
resourcing society
Not joined up, not achieving

stakeholder satisfaction
The EFQM Excellence Model is a Registered Trademark
Symptoms of a successful
organisation
Causes Effects
Effective HR
Fulfilled
strategy,
people
Clear Empowerment Effective
management. Increasing
direction set reputation,
Integrated
Accessible financial
Coherence and processes.
leadership consistency in Effective
In harmony with security,
Trust and policies and customers whose improving
decision-
openness strategies needs are satisfied performance
making.
Effective Good
management communications
Relevant to
system Investment in
the needs of
resources
society
Creative and constructive, joined up,

achieving balanced stakeholder satisfaction
EFQM Excellence Model ®
Enablers Results
People People
Results
Key
Leadership Policy & Processes Customer Performance
Strategy Results Results
Partnerships Society
& Resources Results
Innovation and Learning

Enablers

Enablers To what extent can you

show that your chosen
People approaches:
Are effective and efficient
in delivering your results?
Leadership Policy & Processes Are deployed to their full
Strategy
potential?
Demonstrate continuous
Partnerships
improvement?
& Resources
What are the most effective approaches to

achieve your results against each of the key
enablers of the EFQM Excellence Model?
Results

To what extent can you show that your

Results
chosen indicators:
People
Comprehensively measure what is Results
important to your customers and others
who receive your service? Key
Customer Performance
Demonstrate continuous improvement Results Results
against target and results are caused by
approaches? Society
Results
To what extent do you benchmark
against the best in class?

Options for accessing the
Excellence Model and unlocking
its potential
Focus on one Criterion Focus on a theme
eg leadership eg process management
Enablers Results
People People
Results
Leadership Policy &

Strategy
Processes Customer
Results
Key
Performance Focus on Results
Results
to measure eg KPIs
& Resources Results
Self-assess against
Focus on fundamental concepts
the whole Model

Making use of the Excellence Model:
self-assessment.

What is self assessment?
Comprehensive, systematic and regular review

of
activities and results
against
a tangible model
culminating in
planned improvement actions

What is self-assessment?
Model Evidence
Assessment
Action
Strengths Areas for Plans
Improvement Score
Organised common sense Copyright BQF

RADAR LOGIC
Determine the
Results
required
Assess & Plan & develop

Review Approaches
Deploy
Approaches
Self-assessment options
Supported by Evidence
AWARD ENTRY
DATA
PROFORMA
PROCESS WORKSHOP
RIGOUR
LOW HIGH
MATRIX
QUESTIONNAIRE
CAF
Based on Opinion Copyright EFQM

Exploring the potential

EFQM Excellence Model System
RADAR
Fundamental
Criteria
Sub-criteria
Areas to
address
Concepts
Self-assessment
EFQM Excellence Model System:
Outcomes
E F Q M E x c e lle n c e M o d e l S y s te m
Self-evaluation
R A D A R
F u n d a m e n ta l
Strengths
C r ite r ia
Areas for improvement
S u b - c r ite r ia Potential actions
A r e a s to
Prioritised actions
a d d re s s Input to business plan
C o n c e p ts Benchmark score
S e lf- a s s e s s m e n t

A Strategy for Excellence
Planned Improvement
Depth
Process Excellence
Continuous Improvement
Breadth

Process Model Development
From Hierarchy.................. to........................ Process Working

Sheffield Hallam University
Process Model (Version 1)
Management and Governance Processes

Strategic Performance
Business
Direction Management &
Planning
Setting Review
•PEOPLE
•PEOPLE •KNOWLEDGE
•KNOWLEDGE Student Recruitment •STAKEHOLDER
•RESOURCES EXPERIENCE
•POLICY Student/Customer Services •ACADEMIC
•STAKEHOLDER OUTCOMES
EXPECTATIONS •RESEARCH
Learning, Teaching & Assessment
SOLUTIONS
Research & Business Development
HR Management & Facilities & Learning

Development Estates Support ICT
Education CommunityInfrastructure
of Practice processes http://excellence.shu.ac.uk
Assessment Levels
University Wide University Wide

Strategic Planning Self-assessment
School/Department Mix
Strategic Planning
School /Department
Wide Strategic Self-
Unit Based assessment
Operational Planning
Team Based Team Wide Self-

Operational Planning assessment
Individual / Personal
Personal Reflection
Planning

Integrated Planning
Strategic market Academic review from Self-assessment review

analysis, external internal and external of the management of
scanning and positioning sources (QAA, RAE) the “business”
Stakeholder management Academic management Business management
Integrated
planning process
Meeting the needs of
Staff and Other

students stakeholder
Funding & groups
auditing bodies

EFQM Excellence Model System:
Strategic Potential
E F Q M E x c e lle n c e M o d e l S y s te m
Leadership Development
R A D A R
F u n d a m e n ta l
Business Planning
C r ite r ia
Process management
S u b - c r ite r ia Process Excellence
A r e a s to
Benchmarking
a d d re s s KPI Development
C o n c e p ts
S e lf- a s s e s s m e n t

The Excellence Journey
Excellence Organisational Development

Process Management
Corporate Scorecard
Goal Deployment
Personal Development
Business Plans Customer and Supplier Relationship
Self-Assessment & Management
Action plans Self-Assessment Partnership & Collaboration
Learning Organisation
Health check Planning tool Strategic tool
Integration & alignment
Maturity of organisation

Key Lessons being learnt from
applying the EFQM Excellence
Model in Education

Key Lessons Learnt
• VC and senior management leadership commitment,

drive and ownership is essential.
• Communication (internal) is a critical process.
• The complexity of our institutions is great, but the
potential impact of change is greater.
• Providing a common language and shared learning
that has not necessarily existed before.
• Common themes emerging across all pilot areas -
synergy in the results, despite use of differing methods.
• Staff want to improve what they are doing - real
willingness to embrace excellence.

Key Lessons Learnt (cont.)
• Much of the knowledge/information exists - just

needs to be captured, enhanced and co-
ordinated.
• The Model itself is only the starting point, with
self-assessments highlighting key opportunities
for change.
• Other management models, tools and techniques
act as approaches to the development of the
organisation within this structured framework.
• Many of the issues relate back to processes and
partnerships.
Initial Conclusions
• The use of the EFQM Excellence Model, with some

adaptation/interpretation, is working.
• It is not a quick fix solution - but a catalyst for driving
organisational change.
• Other management tools, models and HE/FE auditing
frameworks can be used synergistically with the
Excellence Model.
• The key to linking all these together is having a clear
approach to process identification and management,
supported by values based leadership, a partnership
approach, clear communication channels, and a
balanced set of KPI’s.
Potential benefits
• Holistic
• customer focus
• results oriented
• benchmarking and sharing good practice
• involvement: cross-departmental working
• complementary to other assessments, inspections etc
• can incorporate other standards eg ISO 9000, 14000
• integration, alignment, coherence
• provides greater clarity of what, how, why
• improving communication
• achieving value for money

Concerns
• Ambitious, challenging, complex

• crowded agenda
• strategic cohesion: where does it fit?
• resources: staff involvement and project
management
• language and interpretation
• culture, attitudes

The way of working that enables the

organisation to achieve balanced
stakeholder satisfaction:

Enablers Results
People People
Results
Key
Leadership Policy & Processes Customer Performance
Strategy Results Results
& Resources Results

EFQM Education Community of Practice
Our Vision
Making a difference

Thank You!

Achieving Excellence in Education in Europe

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Achieving Excellence

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

• Networking: 3-4 meeting a year

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

• Increasing expectations of the public: the

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

Customers? Funding providers?

Education Community of Practice http://excellence.shu.ac.uk

Customers? Funding providers?

The way of working that enables the

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

Doing the Doing the

Doing the Doing the

Education Community of Practice http://excellence.shu.ac.uk

Partnership Development Public Responsibility

Understanding and systematically

Having a clear focus on

The fundamental concepts transcend all

Education Community of Practice http://excellence.shu.ac.uk

Not joined up, not achieving

Creative and constructive, joined up,

Innovation and Learning

Education Community of Practice http://excellence.shu.ac.uk

Enablers To what extent can you

What are the most effective approaches to

Education Community of Practice http://excellence.shu.ac.uk

To what extent can you show that your

Education Community of Practice http://excellence.shu.ac.uk

Leadership Policy &

Innovation and Learning

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

Comprehensive, systematic and regular review

Education Community of Practice http://excellence.shu.ac.uk

Organised common sense Copyright BQF

Assess & Plan & develop

Based on Opinion Copyright EFQM

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

From Hierarchy.................. to........................ Process Working

Education Community of Practice http://excellence.shu.ac.uk

Management and Governance Processes

HR Management & Facilities & Learning

University Wide University Wide

Team Based Team Wide Self-

Education Community of Practice http://excellence.shu.ac.uk

Strategic market Academic review from Self-assessment review

Staff and Other

Education Community of Practice http://excellence.shu.ac.uk

Education Community of Practice http://excellence.shu.ac.uk

Excellence Organisational Development

Health check Planning tool Strategic tool

Integration & alignment

Education Community of Practice http://excellence.shu.ac.uk