malcolm gillies - portfolio management, efficiency, quality, utility
DESCRIPTION
TRANSCRIPT
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
AUA Conference University of Manchester
Tuesday 3 April 2012
Be part of something
BIG
The 150 million
question
Global post-secondary
education seven propositions
1 mass education (97) not elite education (3)
2 market-driven value for money (affordability) and successful participation (accessibility)
3 in-country or virtual provision (97) not cross-border mobility (3)
4 total ability to pay (individual employer state family) rather than publicprivate contribution
Global post-secondary
education seven propositions
5 skills more than qualifications leading to jobs
6 family opportunity (wealth immigration) rather
than individual empowerment or benefit
7 global questions of change being addressed
by a highly unglobalized industry (viz high
national regulation)
The Global Challenge
Affordable Quality Education Value for
Money in an Age of Austerity
Education for the mass of HE aspirants
Affordable to the ldquowhole communityrdquo wherever the widening participation may come from
Quality ldquoDecent education rdquo
Value ldquoFor a decent pricerdquo
An Age of Austerity Declining living standards reduced government expenditure
In summary The continuing massification of HE at a time of or because of austerity
Massification of HE United Kingdom (Leitch 2006) By 2020
Basic skills over 90 percent of adults Level 2 or above
Intermediate skills over 70 per cent of adults Level 3 or above
Higher skills over 40 per cent of adults Level 4 or above (degree)
ldquo2020 Prosperity for all in the global economy ndash world class skillsrdquo
2020 50 per cent of London jobs requiring Level 4 or higher skills
Australia (Bradley 2008)
By 2025 40 per cent of aged 25-34 with degree qualifications
United States (Lumina Foundation 2011)
By 2025 60 per cent of the population with degree qualifications
Massification of HE how
1 Increasing HE productivity to serve more students
2 Tailoring curriculum pedagogy (and consequently
staffing) to meet social economic or employment
goals
3 Designing new levels of efficiency in support services
4 Drawing on the different intents of widening
participation fair access and massification to
maximise utility
Hence affordable mass education Of quality
Affordable Quality Education
a case study
London Met in its various guises has been providing
Affordable Quality Education since 1848 Our Strategic
Planrsquos No 1 and No 2 priorities are ldquoproviding a
quality learning experience for our studentsrdquo and
ldquoenhancing student participation and ensuring fair
accessrdquo Our Plan adds ldquoon equitable principlesrdquo
Affordable Quality Education
1 We are committed to affordable and equitable practice
bull We have set UKEU undergraduate fees at an average of
pound6850 (approved) and are seeking to bring postgraduate
student fees to an average of pound8000 (recommended)
bull We are seeking to harmonise UKEU and international fees
where there is no government subsidy to students
(recommended)
bull We are ensuring affordability both to our students and to the
taxpayers of the future ndash this is an important aspect of our
Strategic Planrsquos commitment to social justice
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Be part of something
BIG
The 150 million
question
Global post-secondary
education seven propositions
1 mass education (97) not elite education (3)
2 market-driven value for money (affordability) and successful participation (accessibility)
3 in-country or virtual provision (97) not cross-border mobility (3)
4 total ability to pay (individual employer state family) rather than publicprivate contribution
Global post-secondary
education seven propositions
5 skills more than qualifications leading to jobs
6 family opportunity (wealth immigration) rather
than individual empowerment or benefit
7 global questions of change being addressed
by a highly unglobalized industry (viz high
national regulation)
The Global Challenge
Affordable Quality Education Value for
Money in an Age of Austerity
Education for the mass of HE aspirants
Affordable to the ldquowhole communityrdquo wherever the widening participation may come from
Quality ldquoDecent education rdquo
Value ldquoFor a decent pricerdquo
An Age of Austerity Declining living standards reduced government expenditure
In summary The continuing massification of HE at a time of or because of austerity
Massification of HE United Kingdom (Leitch 2006) By 2020
Basic skills over 90 percent of adults Level 2 or above
Intermediate skills over 70 per cent of adults Level 3 or above
Higher skills over 40 per cent of adults Level 4 or above (degree)
ldquo2020 Prosperity for all in the global economy ndash world class skillsrdquo
2020 50 per cent of London jobs requiring Level 4 or higher skills
Australia (Bradley 2008)
By 2025 40 per cent of aged 25-34 with degree qualifications
United States (Lumina Foundation 2011)
By 2025 60 per cent of the population with degree qualifications
Massification of HE how
1 Increasing HE productivity to serve more students
2 Tailoring curriculum pedagogy (and consequently
staffing) to meet social economic or employment
goals
3 Designing new levels of efficiency in support services
4 Drawing on the different intents of widening
participation fair access and massification to
maximise utility
Hence affordable mass education Of quality
Affordable Quality Education
a case study
London Met in its various guises has been providing
Affordable Quality Education since 1848 Our Strategic
Planrsquos No 1 and No 2 priorities are ldquoproviding a
quality learning experience for our studentsrdquo and
ldquoenhancing student participation and ensuring fair
accessrdquo Our Plan adds ldquoon equitable principlesrdquo
Affordable Quality Education
1 We are committed to affordable and equitable practice
bull We have set UKEU undergraduate fees at an average of
pound6850 (approved) and are seeking to bring postgraduate
student fees to an average of pound8000 (recommended)
bull We are seeking to harmonise UKEU and international fees
where there is no government subsidy to students
(recommended)
bull We are ensuring affordability both to our students and to the
taxpayers of the future ndash this is an important aspect of our
Strategic Planrsquos commitment to social justice
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Global post-secondary
education seven propositions
1 mass education (97) not elite education (3)
2 market-driven value for money (affordability) and successful participation (accessibility)
3 in-country or virtual provision (97) not cross-border mobility (3)
4 total ability to pay (individual employer state family) rather than publicprivate contribution
Global post-secondary
education seven propositions
5 skills more than qualifications leading to jobs
6 family opportunity (wealth immigration) rather
than individual empowerment or benefit
7 global questions of change being addressed
by a highly unglobalized industry (viz high
national regulation)
The Global Challenge
Affordable Quality Education Value for
Money in an Age of Austerity
Education for the mass of HE aspirants
Affordable to the ldquowhole communityrdquo wherever the widening participation may come from
Quality ldquoDecent education rdquo
Value ldquoFor a decent pricerdquo
An Age of Austerity Declining living standards reduced government expenditure
In summary The continuing massification of HE at a time of or because of austerity
Massification of HE United Kingdom (Leitch 2006) By 2020
Basic skills over 90 percent of adults Level 2 or above
Intermediate skills over 70 per cent of adults Level 3 or above
Higher skills over 40 per cent of adults Level 4 or above (degree)
ldquo2020 Prosperity for all in the global economy ndash world class skillsrdquo
2020 50 per cent of London jobs requiring Level 4 or higher skills
Australia (Bradley 2008)
By 2025 40 per cent of aged 25-34 with degree qualifications
United States (Lumina Foundation 2011)
By 2025 60 per cent of the population with degree qualifications
Massification of HE how
1 Increasing HE productivity to serve more students
2 Tailoring curriculum pedagogy (and consequently
staffing) to meet social economic or employment
goals
3 Designing new levels of efficiency in support services
4 Drawing on the different intents of widening
participation fair access and massification to
maximise utility
Hence affordable mass education Of quality
Affordable Quality Education
a case study
London Met in its various guises has been providing
Affordable Quality Education since 1848 Our Strategic
Planrsquos No 1 and No 2 priorities are ldquoproviding a
quality learning experience for our studentsrdquo and
ldquoenhancing student participation and ensuring fair
accessrdquo Our Plan adds ldquoon equitable principlesrdquo
Affordable Quality Education
1 We are committed to affordable and equitable practice
bull We have set UKEU undergraduate fees at an average of
pound6850 (approved) and are seeking to bring postgraduate
student fees to an average of pound8000 (recommended)
bull We are seeking to harmonise UKEU and international fees
where there is no government subsidy to students
(recommended)
bull We are ensuring affordability both to our students and to the
taxpayers of the future ndash this is an important aspect of our
Strategic Planrsquos commitment to social justice
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Global post-secondary
education seven propositions
5 skills more than qualifications leading to jobs
6 family opportunity (wealth immigration) rather
than individual empowerment or benefit
7 global questions of change being addressed
by a highly unglobalized industry (viz high
national regulation)
The Global Challenge
Affordable Quality Education Value for
Money in an Age of Austerity
Education for the mass of HE aspirants
Affordable to the ldquowhole communityrdquo wherever the widening participation may come from
Quality ldquoDecent education rdquo
Value ldquoFor a decent pricerdquo
An Age of Austerity Declining living standards reduced government expenditure
In summary The continuing massification of HE at a time of or because of austerity
Massification of HE United Kingdom (Leitch 2006) By 2020
Basic skills over 90 percent of adults Level 2 or above
Intermediate skills over 70 per cent of adults Level 3 or above
Higher skills over 40 per cent of adults Level 4 or above (degree)
ldquo2020 Prosperity for all in the global economy ndash world class skillsrdquo
2020 50 per cent of London jobs requiring Level 4 or higher skills
Australia (Bradley 2008)
By 2025 40 per cent of aged 25-34 with degree qualifications
United States (Lumina Foundation 2011)
By 2025 60 per cent of the population with degree qualifications
Massification of HE how
1 Increasing HE productivity to serve more students
2 Tailoring curriculum pedagogy (and consequently
staffing) to meet social economic or employment
goals
3 Designing new levels of efficiency in support services
4 Drawing on the different intents of widening
participation fair access and massification to
maximise utility
Hence affordable mass education Of quality
Affordable Quality Education
a case study
London Met in its various guises has been providing
Affordable Quality Education since 1848 Our Strategic
Planrsquos No 1 and No 2 priorities are ldquoproviding a
quality learning experience for our studentsrdquo and
ldquoenhancing student participation and ensuring fair
accessrdquo Our Plan adds ldquoon equitable principlesrdquo
Affordable Quality Education
1 We are committed to affordable and equitable practice
bull We have set UKEU undergraduate fees at an average of
pound6850 (approved) and are seeking to bring postgraduate
student fees to an average of pound8000 (recommended)
bull We are seeking to harmonise UKEU and international fees
where there is no government subsidy to students
(recommended)
bull We are ensuring affordability both to our students and to the
taxpayers of the future ndash this is an important aspect of our
Strategic Planrsquos commitment to social justice
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
The Global Challenge
Affordable Quality Education Value for
Money in an Age of Austerity
Education for the mass of HE aspirants
Affordable to the ldquowhole communityrdquo wherever the widening participation may come from
Quality ldquoDecent education rdquo
Value ldquoFor a decent pricerdquo
An Age of Austerity Declining living standards reduced government expenditure
In summary The continuing massification of HE at a time of or because of austerity
Massification of HE United Kingdom (Leitch 2006) By 2020
Basic skills over 90 percent of adults Level 2 or above
Intermediate skills over 70 per cent of adults Level 3 or above
Higher skills over 40 per cent of adults Level 4 or above (degree)
ldquo2020 Prosperity for all in the global economy ndash world class skillsrdquo
2020 50 per cent of London jobs requiring Level 4 or higher skills
Australia (Bradley 2008)
By 2025 40 per cent of aged 25-34 with degree qualifications
United States (Lumina Foundation 2011)
By 2025 60 per cent of the population with degree qualifications
Massification of HE how
1 Increasing HE productivity to serve more students
2 Tailoring curriculum pedagogy (and consequently
staffing) to meet social economic or employment
goals
3 Designing new levels of efficiency in support services
4 Drawing on the different intents of widening
participation fair access and massification to
maximise utility
Hence affordable mass education Of quality
Affordable Quality Education
a case study
London Met in its various guises has been providing
Affordable Quality Education since 1848 Our Strategic
Planrsquos No 1 and No 2 priorities are ldquoproviding a
quality learning experience for our studentsrdquo and
ldquoenhancing student participation and ensuring fair
accessrdquo Our Plan adds ldquoon equitable principlesrdquo
Affordable Quality Education
1 We are committed to affordable and equitable practice
bull We have set UKEU undergraduate fees at an average of
pound6850 (approved) and are seeking to bring postgraduate
student fees to an average of pound8000 (recommended)
bull We are seeking to harmonise UKEU and international fees
where there is no government subsidy to students
(recommended)
bull We are ensuring affordability both to our students and to the
taxpayers of the future ndash this is an important aspect of our
Strategic Planrsquos commitment to social justice
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Massification of HE United Kingdom (Leitch 2006) By 2020
Basic skills over 90 percent of adults Level 2 or above
Intermediate skills over 70 per cent of adults Level 3 or above
Higher skills over 40 per cent of adults Level 4 or above (degree)
ldquo2020 Prosperity for all in the global economy ndash world class skillsrdquo
2020 50 per cent of London jobs requiring Level 4 or higher skills
Australia (Bradley 2008)
By 2025 40 per cent of aged 25-34 with degree qualifications
United States (Lumina Foundation 2011)
By 2025 60 per cent of the population with degree qualifications
Massification of HE how
1 Increasing HE productivity to serve more students
2 Tailoring curriculum pedagogy (and consequently
staffing) to meet social economic or employment
goals
3 Designing new levels of efficiency in support services
4 Drawing on the different intents of widening
participation fair access and massification to
maximise utility
Hence affordable mass education Of quality
Affordable Quality Education
a case study
London Met in its various guises has been providing
Affordable Quality Education since 1848 Our Strategic
Planrsquos No 1 and No 2 priorities are ldquoproviding a
quality learning experience for our studentsrdquo and
ldquoenhancing student participation and ensuring fair
accessrdquo Our Plan adds ldquoon equitable principlesrdquo
Affordable Quality Education
1 We are committed to affordable and equitable practice
bull We have set UKEU undergraduate fees at an average of
pound6850 (approved) and are seeking to bring postgraduate
student fees to an average of pound8000 (recommended)
bull We are seeking to harmonise UKEU and international fees
where there is no government subsidy to students
(recommended)
bull We are ensuring affordability both to our students and to the
taxpayers of the future ndash this is an important aspect of our
Strategic Planrsquos commitment to social justice
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Massification of HE how
1 Increasing HE productivity to serve more students
2 Tailoring curriculum pedagogy (and consequently
staffing) to meet social economic or employment
goals
3 Designing new levels of efficiency in support services
4 Drawing on the different intents of widening
participation fair access and massification to
maximise utility
Hence affordable mass education Of quality
Affordable Quality Education
a case study
London Met in its various guises has been providing
Affordable Quality Education since 1848 Our Strategic
Planrsquos No 1 and No 2 priorities are ldquoproviding a
quality learning experience for our studentsrdquo and
ldquoenhancing student participation and ensuring fair
accessrdquo Our Plan adds ldquoon equitable principlesrdquo
Affordable Quality Education
1 We are committed to affordable and equitable practice
bull We have set UKEU undergraduate fees at an average of
pound6850 (approved) and are seeking to bring postgraduate
student fees to an average of pound8000 (recommended)
bull We are seeking to harmonise UKEU and international fees
where there is no government subsidy to students
(recommended)
bull We are ensuring affordability both to our students and to the
taxpayers of the future ndash this is an important aspect of our
Strategic Planrsquos commitment to social justice
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Affordable Quality Education
a case study
London Met in its various guises has been providing
Affordable Quality Education since 1848 Our Strategic
Planrsquos No 1 and No 2 priorities are ldquoproviding a
quality learning experience for our studentsrdquo and
ldquoenhancing student participation and ensuring fair
accessrdquo Our Plan adds ldquoon equitable principlesrdquo
Affordable Quality Education
1 We are committed to affordable and equitable practice
bull We have set UKEU undergraduate fees at an average of
pound6850 (approved) and are seeking to bring postgraduate
student fees to an average of pound8000 (recommended)
bull We are seeking to harmonise UKEU and international fees
where there is no government subsidy to students
(recommended)
bull We are ensuring affordability both to our students and to the
taxpayers of the future ndash this is an important aspect of our
Strategic Planrsquos commitment to social justice
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Affordable Quality Education
1 We are committed to affordable and equitable practice
bull We have set UKEU undergraduate fees at an average of
pound6850 (approved) and are seeking to bring postgraduate
student fees to an average of pound8000 (recommended)
bull We are seeking to harmonise UKEU and international fees
where there is no government subsidy to students
(recommended)
bull We are ensuring affordability both to our students and to the
taxpayers of the future ndash this is an important aspect of our
Strategic Planrsquos commitment to social justice
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Affordable Quality Education
2 We are committed to providing value for money
bull We have redrawn undergraduate and postgraduate portfolios (around 160 courses each) and are increasing teaching time and term lengths for most of our students
bull We are concentrating our research and research training work so that it also is affordable and has demonstrable financial support
bull We are process-redesigning our administration as a prelude to sharing services with other universities through application of a new resource allocation model efficiencies will benefit the student experience
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Affordable Quality Education
3 We are committed to an access approach
bull We recognise the debt aversion of many particularly our poorest students so have set low clear price tags
bull We are keeping the message simple for prospective students (eg limited fee waivers rather than bursaries) so our fees are transparent and mean what they say
bull We have bid for new ldquoaffordablerdquo student numbers and have successfully been awarded 564 extra student undergraduate places by HEFCE for 201213
Source Extract from ldquoAffordable Education of Qualityrdquo Australian HE Congress Sydney 26
March 2012
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Drivers for portfolio change at
London Metropolitan University
bull Merger in progress from 2002
bull Student funding debacles 2007-9
bull High student non-completion rates
bull Low student satisfaction
bull New strategic plan 2010-13 involving UG and
PG education reviews
bull Browne Review rarr new fees for 2012
bull Changing configurations of demand
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 1
When you invent a new course
establish tight time-lines for
assessing its success or failure and
consequent renewal or deletion
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 2
Regularly weed the portfolio garden
and dispose of weeds thoughtfully
lest they just spring up again around
the corner
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
i-MAP finding
ldquoThree quarters [of institutions ie 76 in 2010-11] undertake systematic review of their portfolio ndash a relatively new approach for HEIsrdquo
bull University level 29
bull Schoolfaculty level 23
bull ldquoSchool level reviews integrating with university level reviewsrdquo 21
bull Another model 3
Source Innovation in the Market Assurance of New Programmes i-MAP project httpwwwi-maporgukdocumentsi-MAP20Conference2017th20Nov20-20Presentation20-20Survey20of20Practicepdf
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 3
Cost demand employability and
affordability are key factors and not a
cop-out to ldquovocationalismrdquo or ldquothe
professions-onlyrdquo university (There
are key associated factors of
modelocation satisfaction and
reputation)
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 4
Keep the portfolio simple minimize
administration costs maximize pence
in the pound to ldquofront-linerdquo activity
enhance ease in making study
choices In short a defensible
portfolio perimeter
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 5
Course reshaping needs to be guided
by what maximizes the institutionrsquos
facultyrsquos departmentrsquos educational
and research opportunities The
normally equates to ldquohas
demonstrable student demandrdquo
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Reversal lesson 5
Staff supply and resource supply
need to be taken into account but
supply-led portfolios only really work
if reputation trumps ldquonaturalrdquo student
demand
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 6
The most crucial person in the large-
scale reshaping of the portfolio is
THE FACULTY DEAN
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
The role of the Dean
The Dean has delegations and
accountabilities for developing and
implementing institutional policy in
particular through maximizing education
and research outcomes of the faculty and
its departments through the wise use of
human physical and financial resources
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 7
Rigorous conformity to a costing
model may produce a ldquofairrdquo result but
rarely produces the best result that
is rarely maximizes opportunities
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
i-MAP finding
ldquoExercise caution in the use of data so that it is not used to make mechanistic decisions but rather used to inform judgements However taking decisions without data or secure market intelligence can constitute a serious riskrdquo
Source Consideration 24 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Rigour and conformity
But rigour is still needed in maximizing
resources in support of the mission
and conformity is needed once the
decisions are made otherwise a hopeless
confusion will reign and orderly course
management and marketing will be
undermined
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Devolution or subsidiarity
ldquoStaff are not fully appreciating that
decision-making is being devolved
and faculties are being asked to
manage their portfolios with guidance
and help from costing modelsrdquo
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 8
The exercise of portfolio review is
very valuable for building new staff
and student attitudes and for
practising meaningful collegiality
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
i-MAP finding
ldquo There is tension between the notion of academic freedom and institutional efficiency accountability and responsiveness A more collaborative and collective approach involving managersleaders professionals and academics in both programme development and portfolio management may beneficially ease this tensionrdquo
Source Considerations 41 amp 42 httpwwwi-maporgukdocumentsi-
MAP20Conference2017th20Nov20-20Key20Considerationspdf
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 9
Work out your communications
approach in advance and try to get
there before those who will inevitably
oppose you That said sometimes
due process means that you must be
seen as reactive rather than
proactive
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Media attention April-May
2011
0
10
20
30
40
50
60
70
1st Qtr
Neutral
Positive
Negative
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Media attention April-May
2011
bull 61 per cent neutral
bull 20 per cent negative
bull 19 per cent positive
The key word ldquocutsrdquo
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Neutral
lsquoldquoBonfire of the lecturersrsquo begins as
courses cutrdquo (Independent 16 April 2011)
ldquoLondon Met may cut more than half of
degree coursesrdquo (Guardian 15 April 2011)
but also ldquoClassicist musician
axemanrdquo (Guardian 3 May 2011)
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Positive
ldquoWorried about fees of pound9000 How a
degree need not cost so muchrdquo (Sunday Times 17 April 2011)
ldquoDressing the wounds of government
cutsrdquo (New York Times International Herald
Tribune)
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Negative
ldquoLondon Met applicants trapped in
limbo by course closures and UCAS
deadlinerdquo (Times Higher 5 May 2011)
ldquoUp to 10000 student places could gordquo (Islington Gazette)
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Lesson 10
If you are the vice-chancellor be
prepared to be toasted and roasted
One personrsquos portfolio rationalisation
is anotherrsquos curricular barbarity a
thirdrsquos denial of academic freedom
and a fourthrsquos value for money
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
The 150 million question Course portfolio management
bull Part of a larger question of responsible educational management
bull Efficiency in use of resources
bull Value for money in balancing efficiency in use of resources with quality of educational outcomes
bull Resulting in utility in serving stakeholder needs
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309
Portfolio Management
Efficiency Quality Utility
Malcolm Gillies
London Metropolitan University
mgillieslondonmetacuk
07825 781 309