Aarhus University’s development contract 2012 - 2014
- Preamble: Society places fair demands on the universities
- Simple and clear development contract
- Goals and indicators for the 2012-2014 period
- Reporting
- Signatures
1. Preamble: Society places fair demands on the universities
The role of the universities is growing
The role of the universities in society is changing as Danish society, Europe and the global community demand knowledge and expertise to an ever-increasing extent. Society is therefore justifiably demanding that the universities assume the role of cornerstones in the knowledge society.
The universities must contribute to solving the major challenges facing society. The world is complex, and so too is society, increasingly so. At the same time, the world is facing yet unseen global challenges: examples include climate change, insecure energy supplies, food safety, public health and welfare, demographics and migration and global financial instability.
These challenges transgress conventional scientific disciplines and existing paradigms. As do the solutions. Greater interdisciplinary cooperation across the traditional academic fields is therefore needed to identify interconnections and find new solutions to these complex issues.
The universities’ activities must still be based on the deepest expertise in the core disciplines. At the same time, academic expertise and depth must be combined in new interdisciplinary collaborations and in a close and flexible interplay with the surrounding world. This is what is needed for the universities to play a central role and, also in future, deliver international and competitive research, talent development, knowledge exchange and education for the development of the knowledge society.
In Denmark, the universities face a major task in fulfilling the Danish government’s ambitious targets within the fields of research and education. The Danish government has set a key goal that 60 per cent of all young people must complete a higher education programme and that 25 per cent must complete a long-cycle higher education programme. These targets are completely in line with Aarhus University’s goals. In recent years, the university has increased its student intake considerably while simultaneously reducing drop-out rates on the study programmes. However, it is crucial to bear in mind that when 60 per cent of school-leavers must complete a higher education programme, 20 per cent more young people need to be enrolled than at present if Denmark is to maintain the current level of efficiency in the education system. This will mean more students changing courses, and the natural trend will be for longer periods of study.
Aarhus University’s response to global challenges
The universities can and must make a significant contribution to meeting these important global and national challenges and to fulfilling the responsibilities assigned them by society. However, for this to be possible, the universities' management and the academic organisation must be geared to meeting the demands made on a modern university.
Since the wide-scale mergers in 2007, Aarhus University has worked to create a coherent institution. With the academic development process which was adopted in 2011 under the heading “Deeper connections, greater coherence”, Aarhus University has taken a real step towards bringing together its resources to create a single university characterised by greater organisational, managerial, financial and administrative coherence. The process has resulted in fewer units, fewer internal boundaries and more interdisciplinary initiatives which are broadening the scope for thinking and working together across the institution.
Many of the best universities in Europe have traditionally based themselves on the Humboldtian tradition, which combines research and education at the highest level. Aarhus University has taken this approach one step further by assigning talent development and knowledge exchange equal value as essential core activities.
The university’s strategy and organisational structure are thus based on four equally important fields of activity: research, talent development, knowledge exchange and education. In Aarhus University’s experience, this four-pronged approach is the answer to the challenges which large, modern, research universities face, and it makes it possible to combine the research-based mass university and the elite university as seen among the world’s leading universities.
Aarhus University views talent development in particular as the key to the universities’ development, in addition to recognising it as a central contribution to ensuring the necessary supply of highly specialised labour for society in general. Talented young researchers bring new ideas and innovation to the university, they influence the study programmes, and they make a significant contribution to research results. At the same time, they play their part in important international networks both within and outside the academic world, and thus constitute a highly educated select elite which links the Danish knowledge society to its global counterpart.
Aarhus University’s necessary organisational changes
The four core activities – research, talent development, knowledge exchange and education – have been part of Aarhus University’s strategy since 2008. With its academic development process, the university has underlined the importance of these four activities by establishing a management model that focuses as much on the four core activities as on the university’s four faculties. This is reflected by a structure in which each dean, in addition to being part of the senior management team, is responsible for both a faculty and one of the four interdisciplinary core activities.
To support this, interdisciplinary management and staff forums have been established for supporting and furthering interdisciplinary collaboration. Moreover, specific initiatives have been set up in the form of several new academically strong interdisciplinary centres and networks.
This close, academic coordination is further backed by an organisational change which has reduced the former nine faculties to four, and 55 departments to just 26. Internal boundaries have thus been significantly diminished.
The organisational changes are still based ondeep expertise in the core disciplines and the broad range of academic fields of expertise represented by Aarhus University’s research environments, as can be seen on the following link: pure.au.dk/portal/da/organisations/8000/persons.html [English link: pure.au.dk/portal/en/organisations/null%28fa9d17d6-3d7c-43bf-93f7-a18c40cf0778%29/persons.html]
In light of these academic and organisational initiatives, Aarhus University feels that it is well equipped for performing its role as a cornerstone in the development of tomorrow’s knowledge society.
2. Simple and clear development contract
The development contract comprises seven goals, of which the first four are decided by the Danish Minister for Science, Innovation and Higher Education and the last three by Aarhus University. For each goal there are one or two indicators.
The development contract thus contains a limited number of indicators, and significantly fewer than the previous contract. Overall, these indicators must reflect the activities of Aarhus University as a whole. The individual indicators are therefore not equally relevant to all fields or activities.
At the same time, it should be emphasised that the university naturally continues to gather a very wide range of data to support its operations and pursuant to the agreement on Universities Denmark’s statistics service as well as for budgeting and presenting accounts.
The development contract is ambitious – both in terms of the choice of indicators and in the specific targets it sets. Aarhus University's realisation of the contractual targets depends, first and foremost, on the effective implementation of the university’s strategic initiatives, but it is also vital that a number of external preconditions are fulfilled. Aarhus University has thus assumed that the Danish government's intentions within education and research will be fulfilled. In other words, it is assumed that, in future, government research investments will account for at least 1 per cent of GDP, and that efforts will be made in the area of education to ensure that 25 per cent of school-leavers in any year will complete a long-cycle education programme. At the same time, Aarhus University is assuming that measures to ensure smoother traditions between levels of the educational system will be introduced. Finally, it is, generally speaking, a necessary premise that economic developments in society do not negatively affect goal fulfilment.
3. Goals and indicators for the 2012-2014 period:
| A-D: Obligatory goals set by the Danish Ministry of Science, Innovation and Higher Education E-G: Goals selected by Aarhus University 1 -12. Indicators and targets |
A. Degree programme quality
There is a societal focus on the quality of study programmes. As documentation for Aarhus University’s efforts, the focus is on two central and independent assessments of the quality of the university’s study programmes: the students’ assessment of how satisfied they are with their studies, and the labour market’s assessment of the quality of the university’s graduates.
The university has made a point of not choosing indicators that are based exclusively on objectives concerning input – for example the number of teaching hours – as they do not in themselves guarantee high quality standards in the programmes.
1. Student satisfaction with their studies1
Proportion which replies “very satisfied” or “satisfied”
| 2011: 86 % | 2014: 88 % |
The study environment survey will not be repeated until 2014. Targets are therefore only being set for 2014. However, the indicator will be reported on for all three years in the form of a review of activities which support development within the area.
Measures the quality of Aarhus University’s degree programmes through the study environment survey’s measurements of the extent to which students at Aarhus University are “satisfied” or “very satisfied” with the overall quality of their studies.
2. Transition to the labour market assessed through analyses of the job situation 4-19 months after graduating2
Employment rate (regulated for market conditions)
| 2011 86% = National average + 1% point | 2012: National average + 1% point | 2013: National average + 2% points | 2014: National average + 2% points |
Measures the quality of Aarhus University’s graduates as well as the university’s ability to tailor its study programmes to the needs of the labour market through labour market demands.
The employment rate is heavily impacted by the economic cycles. With its chosen targets, Aarhus University is aiming at achieving a better development in the employment rate than achieved by the sector in general.
B. Better cohesion in the educational system
Aarhus University’s position in a coherent educational system is based on the exterior context, which focuses on the vertical movement from upper secondary school education to the university, as well as the interior context, which focuses on the horizontal movement between the institutions of higher education. Aarhus University wishes to emphasise the importance of smooth transitions between degree programmes, thereby creating a more flexible, interconnected educational system.
3. Number of upper secondary school students taught by students and researchers from Aarhus University through “The Touring University” scheme 3
| 2011: 12,000 | 2012: 13,000 | 2013: 14,000 | 2014: 16,000 |
Measures the scope of one of Aarhus University’s many recruitment activities aimed at creating a smooth transition from the upper secondary school programmes to the university by giving students a sense of the academic level and the academic environments at the university. The measuring point has been chosen because effective recruitment from upper secondary schools is very important for Aarhus University and the knowledge society.
4. Number of Master’s degree students enrolled on the basis of a Bachelor’s degree or a professional Bachelor’s degree from other Danish educational institutions4
| 2012: Establishment of starting point | 2013: | 2014: |
Measures Aarhus University’s ability to attract qualified Danish students with a Bachelor’s degree from other universities and professional Bachelor’s degree graduates from other educational institutions, thereby contributing to creating greater coherence in the overall educational system.
C. Faster completion times
Effectively organised degree programmes are necessary if students are to complete their studies faster. The educational institutions must also offer students the option of fast-tracking their studies by doing additional units or catching up on study elements which they have missed. Participating in Summer University activities helps in this respect.
5. Number of ECTS credits earned by students at AU Summer University enrolled on full-time study programmes at a Danish university5
| 2011: 5,543 ECTS credits | 2012: 6,000 ECTS credits | 2013: 6,300 ECTS credits | 2014: 6,800 ECTS credits |
Measures the activity on one of Aarhus University’s initiatives for ensuring flexibility in the study programmes and faster completion times. The summer university is a tool for ensuring greater study efficiency with activities distributed throughout the year.
6. Completion times for Bachelor’s and Master’s programmes6
BA/BSc:
| 2011: 3.2 years | 2012: 3.2 years | 2013: 3.1 years | 2014: 3.1 years |
MA/MSc:
| 2011: 3.0 years | 2012: 2.9 years | 2013: 2.9 years | 2014: 2.8 years |
Measures Aarhus University’s ability to increase the lifelong contribution to the labour market and social development by graduates of Master's degree programmes. The selected indicators are based on the Danish government’s objectives of moving students faster through the educational system.
D. Increased innovation capacity – knowledge exchange with society
With its considerable academic breadth and high-level research and education, Aarhus University has the best possibilities for opening its doors to the outside world and exchanging knowledge, ideas and expertise with society at large. Knowledge exchange is measured through the economic scope of two key activities.
The development of the students’ innovative skills through the inclusion of entrepreneurial elements in the programmes is also an important element in the university’s increased investment in innovation. Effective integration in the programmes has a qualitative effect on the students’ entrepreneurial spirit, but it is still difficult to establish measuring points which cover the activity.
7. Financial scope of partnership agreements with society7
| 2011: DKK 1,060 million | 2012: DKK 1,100 million | 2013: DKK 1,200 million | 2014: DKK 1,300 million |
Measures Aarhus University’s ability to ensure effective knowledge exchange between the university’s research environments and the rest of society through concrete partnership agreements with businesses and public authorities. This also includes the contribution made to innovation through the provision of public-sector services within, among others, the food, environment and energy sectors.
8. Financial scope of continuing and further education8
| 2011: DKK 89.5 million | 2012: DKK 95 million | 2013: DKK 103 million | 2014: DKK 112 million |
Measures Aarhus University’s ability to contribute to knowledge exchange and ensure citizens the opportunity to participate in in research-based lifelong learning activities tailored to the needs of society.
E. Research quality
Research is the principal cornerstone of Aarhus University, and is the foundation for the university’s other core activities. The quality of the university’s research is measured according to two indicators. The university has decided to measure research impact rather than the number of publications to document the relevance of the research produced at the university for the scientific community. The ability of the university’s research groups to – in open competition – attract funding from foreign sources is another indicator, which is based on an independent international assessment of the quality of the research.
9. Impact of Aarhus University’s research in the international research community9
| 2011: 1.45 | 2012: 1.35 | 2013: 1.40 | 2014: 1.45 |
Measures the impact of Aarhus University’s research in relation to a normalised world average. The indicator is calculated on the basis of the proportion of the top 10 per cent most cited publications which the university has within the individual research fields.
The university's research impact lies at a very high level and is expected to stabilise over the contract period. However, a temporary fall is expected which can be attributed to the mergers in 2007 which 1) resulted in a new and broader university or 2) has demanded many resources for academic reorganisation.
During the contract period, Aarhus University will, in collaboration with the Danish Centre for Studies in Research and Research Policy, continue to work with the existing measuring method, among other things with a view to ensuring broader coverage.
10. External funding from non-Danish sources10
| 2011: DKK 200 million | 2012: DKK 220 million | 2013: DKK 240 million | 2014: DKK 260 million |
Measures the international competitiveness of Aarhus University's research as well as Aarhus University’s ability to internationalise its research and make the most of the funding opportunities in the EU system, including the ERC and other foreign sources.
F. Talent development
Talent development is a core activity for Aarhus University. The university’s ability to find and develop the most promising research talents helps to ensure the Danish knowledge society a sizeable pool of talent which will form the basis for continued welfare and growth for future generations. The quality of the activities is measured through society’s interest in employing PhDs from Aarhus University.
11. PhDs’ transition to the labour market assessed through analyses of the job situation 4-19 months after being awarded their PhD degrees11
Employment rate (regulated for market conditions)
| 2011: 93% = National average + 1% point | 2012: National average + 1% point | 2013: National average + 2% points | 2014: National average + 2% points |
Measures the quality of Aarhus University’s PhDs as well as the university’s skill at talent development and at tailoring the PhD programmes to the needs of the labour market.
The employment rate is heavily impacted by the economic cycles. With these targets, Aarhus University is aiming at achieving a better development in the employment rate than achieved by the sector in general.
G. Global solutions
Aarhus University wants to help contribute to solving the major challenges facing society, challenges which span the traditional scientific disciplines. Interdisciplinary initiatives and the dissolution of scientific and scholarly barriers are absolutely key to solving these global challenges. The chosen indicator measures this.
12. Total annual – internally and externally financed – investments in Aarhus University’s interdisciplinary centres12
| 2011: DKK 172 million | 2012: DKK 200 million | 2013: DKK 240 million | 2014: DKK 275 million |
Measures Aarhus University’s ability to produce solutions to global challenges through the establishment of interdisciplinary centres. It is part of Aarhus University’s strategy to set up new centres, and the ambitious objective for the period also involves the ability of these centres to attract external funding to a significant extent in open competition.
4. Reporting
The development contract will be reported on in connection with the annual report for the year in question.
5. Signatures
| Aarhus 21 June 2012 | Copenhagen 21 June 2012 |
| ---------------------------------------------- | ---------------------------------------------- |
| Michael Christiansen | Morten Østergaard |
Appendices
Notes:
1 Pursuant to the Danish Act on the Educational Environment of Pupils and Students (Lov om Undervisningsmiljøvurdering), Aarhus University is obliged to carry out an assessment of the educational environment in its study programmes and to prepare reports and action plans every three years. So far, Aarhus University has implemented extensive, research-based surveys in 2007 and 2011 which will be repeated in 2014.
2 Employment surveys prepared by the Danish Ministry of Science, Innovation and Higher Education. The employment rate shows the proportion of graduates who are listed as employed. Base figures for 2011 include data from 2009.
3 Number of students calculated as the number of visited classes x 28 students less an absence percentage of 25.
4 For system and registration reasons, it is not possible to generate base figures for 2011. Instead, the base figures will be determined in 2012. The targets for 2013 and 2014 have been stated as percentage increases in relation to 2012.
5 Students enrolled on a full-time study programme at a Danish university completing courses at AU Summer University.
6 Completion times for Bachelor’s and Master’s degree students not including Master’s degree students on undivided Master’s programmes (being phased out) and top-up students at School of Business and Social Sciences (total 84 students in 2011) who receive credit transfers of 90 ECTS credits on the Bachelor’s programme. Not adjusted for other credit transfers. For system reasons, the base figures do not include AU Herning.
7 The financial scope (for Aarhus University) of new, annual partnership agreements as well as the financial scope of Aarhus University’s public-sector consultancy services.
8 Def.: RK A.1.1.b (self-financed students enrolled on full-time programmes) + A.1.1.d. (job activation clients on full-time programmes) + A.1.2.b. (tuition fees on part-time programmes) + A.1.2.c. (job activation clients on part-time programmes) + continuing and further education activities within the framework of commercial self-financing activities.
9 Normalised proportion of highly cited publications across subject fields among the top 10 per cent in world publication, as cited in the NordForsk report “Comparing Research at Nordic Universities using Bibliometric Indicators”. The statement for a given year is based on a analysis of citations over a three-year period prior to the statement year.
10 Def.: RK A.3.1.c and A.3.1.d.
11 Employment surveys prepared by the Danish Ministry of Science, Innovation and Higher Education. The employment rate shows the proportion of PhDs who are listed as employed. Base figures for 2011 include data from 2009.
12 Today there are two interdisciplinary centres, and Aarhus University plans to establish more centres in the contract period. Aarhus University is providing a starting grant of DKK 25 million over five years per centre. In addition, the centres are being financed by external funding.