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Page 1 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Priority Operational Development 2015-2019 Please note that this document is a translation of a Swedish original
Introduction
Based on our mission "Chalmers shall be an outward-looking technical university with a global
appeal that conducts internationally recognised education and research, coupled with a
professional innovation process1", Chalmers is developing greater social responsibility. By
focusing on education, research, and utilisation2, Chalmers will play a vital, attractive and
demonstrable role in society. This role has local, national and global perspectives and the overall
objective is to contribute to sustainable technological shifts, where problem-solving for new
sustainable competitiveness is at the centre, where detailed knowledge is captured from the
scientific depths and where long-term prosperity is a clear objective. All in accordance with our
vision Chalmers – for a sustainable future. Chalmers bachelor and PhD graduates are our most
important contribution to meeting societal renewal. Through collaboration with business and society
our students will be prepared to become agents of change, our PhD graduates will be crucial door
openers in the future and prospective employers will demand and receive change for a sustainable
future.
Chalmers' management is responsible for business development and, in support of this, a systematic
approach in which institutions, areas of advance, undergraduate organisation and the
ChalmersSphere (see Figure 1-2) contribute to Chalmers's overall goals, world-class education,
excellence in research, effective utilisation and an excellent internal environment. In 2015,
Chalmers management team will also be responsible for guidelines or action plans developed
through:
Preliminary work will begin on a new version of Chalmers' vision and strategy
document (also known as the Water Book3).
A common brand strategy for the business.
A strategy for international recruitment, collaboration and visibility.
Chalmers institutions must continually develop their strengths, the commitment of individual and
ensure critical mass and attractiveness to topic-specific interfaces within and outside Chalmers.
Over the next five years, the economic distribution model we apply at Chalmers today will be
changed to better support our mutual business goals. An internal investigation is underway with
the mission to create an alternative model for the allocation of Chalmers' basic resources. This
applies to both faculty and undergraduate education resources. Decisions must be made in 2014
and a potential, new model will arise that will be implemented during 2016. The intention is to
promote Chalmers' development compared with the targets established in the model. This gives
Chalmers greater opportunities to make a good impression in the planned national evaluation of
university departments in 2018.
1 The knowledge triangle defines the integration of education, research and innovation, where Chalmers describes its contribution to
innovation as "utilisation". 2 The concept of utilisation at Chalmers includes the communication mission, collaboration mission and innovation mission from the
government's description of higher education data. 3 ”Chalmers för en hållbar framtid. Vision, mål och strategier 2008-2015 med utblick mot 2020" and an updated version in English
"Chalmers - for a sustainable future. Vision mission and strategies 2010-2020". Available at http://www.chalmers.se/insidan/SV/om-
chalmers/rutiner-och-styrande
Page 2 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
The prioritised activity development will create better conditions for
Chalmers to strengthen its position and activities
Prioritised Operational Development from 2015 to 2019 is, together with Chalmers' vision
document, Chalmers' overall governing document. The Prioritised Operational Development is
an annually updated development plan based on management's overall priorities and the
Chalmers Sphere's (Figure 2) potential to achieve our common goals. Chalmers' overall goal
world-class education, excellence in research, effective utilisation is supported by a fourth goal
an excellent internal environment, which forms an essential foundation for the success of the
other goals. The four goals are established by the board at Chalmers University of Technology.
The primary objective of the Prioritised Operational Development is to describe what Chalmers
as a whole should achieve in the coming years by everyone working together towards a defined
goal. The plan only describes Chalmers' management's overall priorities and not all what
institutions and Chalmers employees do day-to-day. The task of the departments is to develop
their subject areas into the highest quality. The departments have also been asked to contribute to
Chalmers' common appeal both locally and globally in education, research and utilisation, as
well as integration. In interdisciplinary terms, this takes place through by a good balance
between depth and breadth of our Faculty. The meeting with other disciplines, business and
society provides additional value through the opportunities that the areas of advance have to
tackle interdisciplinary and societal challenges.
Figure 1. Sketch of Chalmers in two dimensions. The figure describes both Chalmers' management team and
Chalmers' organisation in the two dimensions of line and process. The line consists of departments, library and
activity support. The main processes are education, research and utilisation, which are integrated into the areas of
advance.
Page 3 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Figure 2. Schematic illustration of the Chalmers Sphere's overall activities. Solid line shows the legal link.
Conditions for unique added value
The ability to navigate in a complex organisation is determined by how clearly and attractively
each person's participation can be described. Therefore, a two-dimensional image of Chalmers
been developed (Figure 1) where the line and Chalmers' overall development constitutes its
dimension. The figure shows that the departments, the library and the joint operational support
represents the line structure, where all staff are employed and where the departments' subject
depth and breadth are developed. The departments and their employees are offered unique added
value in their performance by the second dimension. The main processes of educating,
researching and utilising for a sustainable future add quality and efficiency of implementation
while the areas of advance give visibility and a regeneration force through researchers'/teachers'
and students' involvement in profiled areas. Together, this increases Chalmers' appeal and
contributes to the development and growth of our cooperation partners.
Prioritised development of the areas of advance – AoA 2.0
After an initial period of five years the areas of advanced will a new phase in 2015 - AoA 2.0.
The transition has been triggered by the state fund providers evaluating in 2014 the strategic
research areas (SRA) for the next funding period on behalf of the government. AoA 2.0 involves
Page 4 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
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a further development and update of the areas of advance and strategies relative to the original
plans. During 2014 Chalmers' management clarified the financing for incentives and activities in
the areas of advance until 2016. The framework decision allows for challenge-driven and
interdisciplinary research, training and utilisation in parallel with, and complementary to, the
departmental activities. This provides a clarification of the task of the departments and areas of
advance to be responsible for the development of depth and breadth of subject for each profiled
activity that requires collaboration across disciplinary boundaries, both basic and applied.
In the new Areas of advance (AoA) 2.0 the following is prioritised: (1) increased
collaboration between the areas of advance to tackle complex issues; (2) increased resource
repatriation to achieve objectives; and (3) an increased rate of development of the three areas of
advance without SRA funds. Guidelines for AoA 2.0 for the next five years will be established
over the course of 2014. They describe the purposes, goals and role within Chalmers of the areas
of advance and shows their mission, organisation and formal decision making process.
For the prioritised operational development of the areas of advance they must:
• Observe Chalmers' driving forces: (i) sustainable development and (ii) innovation and
entrepreneurship.
• Provide added value relative to the activities funded by faculty funding through the department.
• Help create readiness and strengthen Chalmers for the 2018 evaluation of Swedish universities in
terms of quality and relevance.
• Take into account the larger Chalmers investments such as graphene and "energy on campus."
• Support the development of incentive structures for interdisciplinary meetings within "basic
sciences".
• Develop the hospitality of the areas of advance for centres and research facilities in accordance
with the respective policies4, especially regarding communication and innovation.
• Stimulate broad interdisciplinary long-term partnerships with academia, industry and
communities that provide added value to Chalmers and our partners.
• Develop and strengthen challenge-driven training, such as Challenge Lab, and the CDIO project.
• Strengthen the areas of advance as a key showcase both outwards and inwards.
• Support strategic communications planning.
General funds, SRA funds as well as the common AoA funds will be used to finance the AoA
functions5.
Skills provision and skills development in focus
The provision of skills must include an innovative, strategic planning from departments where
quality, diversity, equality and efficiency follow the highest international standards. Chalmers'
skills policy must also have clear and measurable career paths, a proactive recruitment policy
4 Chalmers research infrastructures, Roadmap for 2014 – 2018 and beyond, reg no. C2014-0092. Policy and guidelines
for centre at Chalmers, reg no. C2013-0668. 5 Functions of the areas of advance (AoA functions) have been developed and established during spring 2014. Reg. no.
C2014-0818.
Page 5 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
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and a clear link to the strategic development of undergraduate education. Increased equality must
be achieved through innovation, foresight and courage to break ingrained traditions.
Chalmers still recruits locally, both for students and researchers/teachers. Equality and
diversity are also far from desired levels. On the initiative of the government Chalmers'
management has set a target where 25% of new professors will be women, which is a step in the
right direction.
Those trained at Chalmers are expected to play a crucial role in solutions promoting a
sustainable future being developed and becoming widespread in society. Chalmers annual
Sustainability Day will be the most visible evidence of the integrated power of our vision within
Chalmers and towards the outside world. This needs to be supported by a culture that builds trust
and allows an appropriate level of risk. The trend of increased globalisation continues with
increasingly tough competition for students, resources and partnerships. Chalmers must act to
take advantage of the opportunities these changes provide. Our development plan requires
willingness to change, further development of forms of cooperation and ability to deliver results
that add value for all parties. It also means that we are active in the public debate and contribute
with our knowledge.
How will be work together in the future with prioritised development of
activities?
This Priority Operational Development describes what should be achieved and prioritised for the
period 2015-2019. The document describes the overall areas in which Chalmers employees
should join forces to make progress together. The Priority Operational Development does not
describe everything that departments and Chalmers' employees do day-to-day. This year's
version is decided upon by the Chancellor and approved by Chalmers' board of directors in June
2014 and is then used as a basis for a five-year development plan. Every activity has the task of
solidifying the plan's overall goals into action within their own area of responsibility. All
activities are encouraged to conduct interdisciplinary dialogues within the ChalmersSphere to
show how we can take the business towards the prioritised objectives together. There are two
"mandatory" interim targets for each overall Chalmers target for the departments and areas of
advance in their respective business plans and if necessary there is space for additional interim
targets. The mandatory and "own" interim targets shall be supported by measurable key
performance indicators (KPI’s).
The key indicators in this document are part of four different sets of key indicators that
together paint a picture of Chalmers' development. KPIs are set for: Chalmers owners'
foundation (relative measurement within the university sector), Chalmers board (fulfilment of
the overall objective), Priority Operational Development (activity performance against targets).
For ongoing support there is a decision support system introduced from 2014. Detailed
instructions for working with activity planning from 2015 to 2019 will be published from
September 2014.
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World-class education
Chalmers goal is to provide world-class education, where our vision is:
We recruit highly motivated, knowledgeable students from all over the world and provide an
education that gives them the ability to create sustainable, social and technological solutions that
make a difference locally and globally.
Chalmers' education is conducted in creative and inspiring learning environments by
outstanding teachers and researchers with high levels of subject-related, professional and
educational competence, in close contact with student support and the working world.
Chalmers' alumni have deep subject knowledge combined with the ability to take leadership
roles in the development, implementation and operation of technology systems, processes and
services. Chalmers alumni can interact with other professions and contribute to a solid technical
foundation for solving complex social problems.
Chalmers' alumni have developed personal qualities such as curiosity and courage, as well as
the self-knowledge that gives the ability to continuously develop their skills and take on
challenges in new areas. Chalmers alumni use a value-creating mindset and ethical approach and
have the ability to bring their deep theoretical knowledge to a wider context.
Undergraduate education; quality today and in the future
Chalmers' education is well positioned nationally and employability is good; one year after
graduation6 93% of civil engineer graduates and 91% of bachelor's graduates are in relevant
employment and alumni give an average rating of 7.9 out of 10 when asked how satisfied they
were with the education. At UKÄ's quality assessment 2012-2013 result was by far the best,
which was commented on by the evaluators. Chalmers' comprised 13% of evaluated exams
nationally, but our courses accounted for 36% of those receiving a rating of "Very High
Quality", and only 1.8% of those with a rating of "A lack of quality". By continuing to work
together methodically, according to "Plan-Do-Check-Act", by raising the quality of education in
courses, programmes, learning environments and student support, we are well positioned to
achieve the vision of our undergraduate education.
Chalmers will use learning-centred education planning (constructive alignment), which is an
internationally recognised approach and an effective tool to encourage students to adopt a deeply
oriented learning strategy. It can also improve teachers' didactic abilities. Continuous development
takes place in collaboration with student representatives and the course evaluation process will
result in more satisfied students. The target is an average of 3.5 (out of 5) for the course survey
question on how satisfied they were with each course as a whole. Quality work also affects the
throughput, especially if you include increased support for students' personal development. Of the
students admitted today an average of 50-60% graduate. However, there is great variation between
the programmes. The target for the key figures for the throughput in the first year of study is that
90% of the admitted students remain in education after one year and that 90% of these have
completed at least 45 credits.
6 2010 graduates mapped in the alumni survey 2013
Page 7 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
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Development of challenge-driven learning and engineering science
In the undergraduate education vision developing the ability to create sustainable, social and
technological solutions that make a difference locally and globally is emphasised. To meet these
broad challenges requires an increased use of problem-oriented education in which students and
teachers with different skills work together to solve industry-relevant problems. Sustainable
development and interaction between people, technology and society can be integrated better
when the student uses his or her future professional identity in projects where the inspiration for
the problems is found in the outside world. Areas of advance play an important role and can both
identify important future problems and be a meeting place, preferably in collaboration with
industry. We have also installed Chalmers first Professor of the Practice to further strengthen the
vocational relevance of the education. To give students the opportunity to deal with
professionally-relevant problems, Chalmers' own business development within IT, for instance,
can be used as a scenario.
In five to ten years' time, every educational programme at Chalmers could have qualified
teachers in educational science. With the academic teaching profession as a principle and with a
link to the growing field of research in engineering education science good conditions exist for
our teachers to participate in the discourse of the relevant pedagogical and educational journals.
Examples of this can be found in Chalmers participation in the development of CDIO7, a model
for engineering education. Today, the model has been adopted by over 100 universities and has
an annual international pedagogical conference. More teachers at Chalmers have chosen to
become assistant professors, mainly due to pedagogical credentials. The interest in this and its
possibilities are set to increase for a career in research in the area of engineering education
science.
Development of digital and physical learning environments
One area that is believed to affect higher education is the rapidly increasing volume of online
courses. Massive Open Online Courses (MOOCs) are free, where you build up a knowledge base
in a network. We believe that in the future, most of the training has to be campus-based,
software-focused and contain practical elements. However, the trend is heading towards us
needing to design a digital, creative and inspiring learning environment with more elements of
so-called blended learning. Chalmers will develop some pilot MOOCs in order to participate in
the dissemination of knowledge in society, but also because through these experiences our own
digital learning environment will develop. The physical environment is just as important and
there work is ongoing to clarify strategies while the rebuilding of the civil house creates a
modern learning environment. As a campus university, student life is an important part of the
experience, and Chalmers has a long term project, "Student 2020", which aims to identify the
most valuable aspects of student life on campus and find a good co-existence between student
life and working on campus.
7 CDIO; Conceive, Design, Implement, Operate.
Page 8 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
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Internationalisation and diversification in recruitment
Chalmers strives to educate about 9,000 full-time students per year with 30% of international8
students at masters level to ensure an international study environment. Today, 24% of master's
students graduates are from another country. An important piece of the puzzle for
internationalisation is to increase the proportion of Chalmerists travelling abroad. Recruitment of
students to Chalmers, both Swedish and international students, is a tough test in light of
declining numbers of Swedish young people up to 2019 (when the number of 19-year olds
increases again) and fees for students from third party countries9. In the Student Recruitment 2.0
project, the focus has been on identifying the roles and responsibilities of institutions,
programmes and central recruitment to develop cooperation and methods. Well-functioning
digital channels are targeted towards prospective students and increased support and information
between admission and registration then plays a very important role. In addition, local
recruitment is being expanded geographically and communication between Chalmers and
primary and secondary schools continues to develop. The secondary school teacher education
that Chalmers has offered since autumn 2011 strengthens links with secondary schools and the
experience gained should be used in enhanced recruitment efforts.
Development of process-based work
The "Educating" process describes the all steps of undergraduate education from the student
becoming aware of the education and recruitment, to their time at Chalmers and graduation.
Through management by objectives with the student in focus, the process is aimed at prioritising
and streamlining the use of undergraduate funds. Here efficiency results for improved reception,
common course evaluation system, recruitment collaboration, quality control or exam
management can be seen here. Collaboration between educational management, institutions,
areas of advance and educational departments needs to be further developed. In particular, this
applies to the parts of the process where transitions occur between recruitment, admission,
follow-up, throughput and employment. It is also important to create an educational environment
that is inviting and provides good conditions for everyone so that together we can achieve the
vision of world-class education.
World-class education
U1. Education and quality development.
Chalmers' education quality is being developed
continuously and professionally by programme
managers and teachers. The objective is to give alumni
a foundation of science and proven experience, a
foundation that is coveted worldwide for its ability to
work with the ever changing challenges of a
sustainable society.
The students are happy and implement and
complete their studies at a nominal pace.
Key indicator10
:
U1:1 Proportion of Chalmers courses graded "very high
quality" in the HSV/UKÄ's evaluation 2013-2014.
U1:2 Proportion of students who remain at Chalmers
after a year of study and the proportion of these
student who have completed at least 45 credits.
8 International students means students who do not have a Swedish passport or do not have a permanent residence permit in Sweden. 9 Students from third party countries means students from outside the EU / EEA and Switzerland. 10 Definitions and descriptions of the key indicators can be found in the annex at the end of the document.
Page 9 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
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U2. Student recruitment
From a broad recruitment basis both nationally and
internationally, Chalmers fills its programmes with
students who have good opportunities to take the exam
and become excellent engineers, architects, maritime
officers and high school teachers.
Chalmers master's programmes are implemented in an
international environment.
Key indicator:
US:1 Proportion of international students registered for
courses within Chalmers' master's programmes.
U2:2 Number of qualified first-choice applicants per
person accepted to Chalmers' courses.
Excellence in research
Throughout the five-year period the priority is increasing the quality and relevance of research,
increasing its depth and breadth as well as improving interdisciplinary areas of advance. Together
with our students and with the community we can become even stronger and create a larger base to
increase our utilisation, where the research results play an important part. Over the next two years a
peer process will be implemented to develop overall goals and a strategy for research on the level
between the Priority Operational Development and departments and the respective strategies and
development plans of the areas of advance. The process begins with a series of talks by
representatives of various sections of the activity on key issues that will guide our development: our
interpretation of the term excellence.
Internationalisation
Special focus is placed on the continued development of Chalmers as an internationally visible
research institution. We are concentrating on continued internationalisation of the Chalmers'
research and the faculty, through collaboration and international recruitment, is helping to make the
campus even more multicultural. Co-publication with international partners will be monitored.
Publishing and recruitment in focus
Chalmers' management intends to continuously track the progress of the public awareness of
Chalmers' research with several composite bibliometry measurements in terms of volume and
impact but also in terms of the development of collaboration, networking and other activities and
dissemination channels. It aims to provide a broad picture the progression of the institutions and
areas of advance over time and help strategic comparisons for future evaluations. Departmental
managers should follow their researchers and production activities at an individual level by, among
other things, encouraging wide registration in the CPL. Quality is also monitored via external
databases such as Web of Science and Google Scholar. Increased quality in research, and in
publications as a result, will have a positive impact on our position in the ranking lists.
Chalmers' recruitment of new academic staff, not least to the highly qualified positions, will
increasingly be made in consultation between departments, areas of advance and areas of study to
ensure proper compliance our strategies. To contribute to broad international search fields of a high
quality and with gender balance, Chalmers recruitment process will evolve to include more
proactive elements.
Page 10 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
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The investments made in centrally advertised assistant services in the areas of advance and
the basic sciences have been both successful and instructive. Chalmers' management intends to
come back with various forms of action; e.g. central advertisement of services and introduction to
the Swedish research culture, to ensure that we can attract successful, young scientists at Chalmers.
Research assistants are an important source of subsequent growth for senior researchers in the
Faculty and it is important that they are given the opportunity and support for development in the
role of successful researchers/teachers within the academy.
Departments and areas of advance have different roles to play in the
development of research
The institutions are responsible for intra-disciplinary information on developments in terms of both
depth and breadth and a strong scientific research is a prerequisite for successful cross-disciplinary
meetings and utilisation of knowledge. Researchers/teachers are employed within the department
that best benefits their subject basis, where the institution is responsible for, among other things,
seminars offering incentives for development of the subject in terms of depth and breadth. The
mission of the areas of advance is to engage researchers and teachers, with sustainable
development, innovation and entrepreneurship, and as driving forces, to collaborate across
disciplinary boundaries internally and with the private and public sectors externally to help solve
major societal challenges.
Via areas of advance three different types of AS functions11
: 1) Areas of advance and profile
development; 2) Relationships and meeting places as well as 3) management, coordination, and
culture, are offered to researchers/teachers as incentives and support in the interdisciplinary
dimension. The ability to work across different boundaries and the integration of research with
education and utilisation of the knowledge triangle is thus enhanced. In the coming years the basic
sciences will have increased visibility and the ability to collaborate across disciplines. The areas of
advance are responsible for researchers in basic sciences being offered participation in creative
communities, where the initiative seminars are important for the identification of new cutting-edge
areas and the exchange of knowledge between academia, industry and society. Research assistants
are recruited via the areas of advance to the selected department, giving international appeal and
helping to strengthen the networks between Chalmers young researchers and to catalyse the natural
synergies between different subjects' depth and breadth. The areas of advance are Chalmers
showcase both for the scientific community and society's other stakeholders from a local to global
perspective, which is ensured by joint communication plans at different levels.
The importance of strengthening research infrastructure, research centres and
graduate programmes at Chalmers
Chalmers' research infrastructure is central to our continued ability to be at the forefront of science,
and our attractiveness as a partner. Chalmers has put forward a strategy for 2014 - 2018 and
launched a systematic effort to develop central research infrastructures12
. The strategy will be
updated annually. In addition to the relatively few central research infrastructures there are also
other critical infrastructures that support interdisciplinary research.
11
Read more about the areas of advance and their functions in the introduction to the PBD. 12
Chalmers research infrastructures, Roadmap for 2014 – 2018 and beyond, reg. no. C2014-0092.
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Chalmers' centre is a meeting place for structured collaboration in research, training and
utilisation within Chalmers and between Chalmers and external partners. A centre is open, dynamic
and changing and its activity aims to highlight, focus on and create critical mass around a specific
area. Our centre plays an important role and in the boundaries between them, areas of advance and
external partners are identified, developed and new challenges and issues are resolved. In the
coming years Chalmers' new policy and guidelines for the centre13
will be developed further,
including descriptions of the roles of host institution and host areas of advance, guidelines for co-
financing etc.
Recruitment of students is a concern not only for the supervisor but for the whole subject area,
the department and the university. The number of PhD students in the system and their connection
to service quality is therefore a key strategic issue. Within the "Admit PhD students" sub-process,
during the period a prioritised effort is carried out to develop an efficient, quality assurance and
sustainable recruitment process so that those who are admitted to postgraduate studies have interest
in and capacity to implement the programme on schedule. The contents of the post-graduate
programme are further reinforced in communication and leadership through the continued
development of "Generic and Transferable Skills" in parallel with the acquisition of scientific
knowledge. This emphasise professional development and PhD students will be better prepared for
professional life, regardless of the choice of career after graduation.
Excellence in research
F1. international appeal
Chalmers' research is characterised by academic
excellence and international collaboration. Chalmers'
areas of advance for increased appeal.
A proactive search process is used to recruit the best
researchers and to ensure greater external and more
equal recruitment.
Key indicator (F1:1 is new):
F1:1 Number of articles co-published with universities
outside Sweden, in international peer-reviewed
journals.
F1:2 Proportion of people who are employed in services
that require a PhD.
F2. Publications
Chalmers researchers to publish with increased quality
and volume, both disciplinary and interdisciplinary.
Chalmers publications to have a greater impact.
Key indicator:
F2 Chalmers' overall Cf (field-normalised citation
frequency).
Effective utilisation
During the last decade, the task of utilisation has been increasingly clarified and is now regarded as
a task that is completely equal with information researched and taught. We are also experiencing a
growing and increasingly clear expectation from industry and society that Chalmers' activities will
become even more useful.
13
Policy and guidelines for centre at Chalmers (reg. no. C2013-0668).
Page 12 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
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Meaning of the term "utilisation"
In its new articles of association for 201414
Chalmers clearly emphasises that utilisation is one of its
main tasks. The Swedish Higher Education Act also provides guidance. "The task of higher
education must include interacting with the community and providing information about their
activities and seeking to ensure that research results of the college will be put to use." In practice,
three sub-missions combine to form the content of the term "utilisation" at Chalmers:
Collaboration mission ("…collaborating with the community…") means that we will
collaborate in research and education in such a way that conditions for innovation processes
are created for those whom we interact with.
Innovation mission ("…work towards the research findings benefitting the university.")
means that we initiate and drive innovation processes based on research-based knowledge,
such as through demonstrators, software, databases, business development in new or
existing businesses.
Communication mission ("…information about their activities…") means that we will utilise
through communicating research-based knowledge with the community in order to influence
attitudes and encourage innovation processes to be created within and outside of Chalmers.
The communication mission is currently being investigated in a separate process. The
definition given here is "narrow" and the interpretation of the mandate could be broadened.
However, this has no direct impact on the prioritised activity objectives described below.
These three missions are therefore three ways to operate in order to create innovation processes. In
particular, these are innovation processes that contribute to sustainable development in a social,
economic and / or environmental sense.
Priority business development for effective application
The target of prioritised business development for Chalmers' overall goal of effective application is
that we are better able to demonstrate, monitor and communicate the ways in which Chalmers'
research-based knowledge can be applied. This target demonstrates how we work with application
integrated into both research and educational activities.
Effective application comprises three interim targets - one for each of the three sub-missions:
collaboration, innovation and communication. The interim targets indicate priority focus for the
respective sub-missions and do not cover the respective missions in their entirety, rather they focus
on a development that is expected to significantly improve conditions for the entire mission.
The interim targets N1 and N2 have been adjusted compared with last year's document. The
reason is that the previous interim targets were perceived as difficult to understand and related to
the business and therefore did not have any clear impact on operational planning. The new targets
(N1-N2) have been designed in cooperation with business representatives (prefects and strong area
leaders) in an attempt to shape the goals that are perceived as both understandable and meaningful.
In this year Priority operation develoment document there is also an interim target for the
communications mission within effective utilisation (N3).
14
Reg. no. C2014-0886.
Page 13 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
The focus of the interim targets is operational development and it is important that we can
determine the degree of target attainment. Key figures in the traditional sense (quantifiable and
measurable, usually in terms of results) do not quite determine target attainment. We therefore
choose to provide both key figures and what we choose to call indicators for each of the targets.
Target indicators are not quantifiable or measurable, but rather describe that certain essential
conditions for effectiveness are met. It is intended that the key figures and target indicators
collectively describe target attainment.
Description of interim target
N1. Target within collaboration mission: A common Chalmers model for continuous monitoring
and evaluation of collaborative activities to be developed and deployed. The model should include
all forms of collaboration in research and education and its main purpose will be to stimulate the
development of collaboration in quantity, quality and new ways of working. The model should also
include the effect of utilisation (impact).
Key indicator: Number of long-term cooperation agreements with external parties that include
skills provision at undergraduate and postgraduate levels, research and research/development.
Target indicator: Growing number of institutions and areas of advance within which monitoring and
evaluation of the interaction is carried out at departmental, unit, profile area or individual level.
A common Chalmers model for monitoring and evaluation of the interaction is motivated
primarily by such a model and activity stimulating development by highlighting and clarifying
existing synergies and create new ones. Future demands, from the government, mean that
interoperability must be reported and evaluated so that such assessments should be the basis for the
allocation of government funding. The model must comply with future requirements.
Significant opportunities for target attainment: a) A working group for the development of a
grounded model of interaction. b) Operational support to facilitate and coordinate follow-ups.
N2. Targets within the innovation mission: Chalmers' research and educational activities
inventorise and make intellectual assets available more systematically and increasingly with a view
to stimulating innovation processes operating in synergy with existing businesses and start-ups.
Key indicator: The number of identified intellectual assets.
Target indicator: Growing number of institutions and areas of advance within which departments,
units, profile areas or individuals systematically inventorise and present intellectual assets.
The innovation mission aims to have Chalmers initiate and drive innovation processes. These are
based on knowledge that is associated with a possible benefit and its purpose is to realise and
deliver this benefit in an efficient way, i.e. to utilise the knowledge. This business development is
motivated by that we should develop the business ability to identify knowledge in the form of
intellectual assets that can be the basis for innovation processes. Intellectual assets refer to
knowledge in the form of amounts of data, methods, processes, structures, theoretical models and so
on that can be defined and documented. Intellectual assets should not be confused with intellectual
property. Intellectual property, such as patents, is a way to package and format rights around an
intellectual asset, such as an invention.
Page 14 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Significant opportunities for target attainment: a) Education which explains the concept of
intellectual assets and creates momentum to continuously identify and inventorise intellectual
assets. b) Tools and operational support for inventorising and evaluation of intellectual assets. c)
Integration of the management of intellectual assets in all forms of collaboration in research and
education.
N3: Target within communication mission: A clearer and more systematic communication of the
utilisation of activities aimed at strengthening Chalmers' brand, appeal and competitiveness.
Key indicator: To be worked out in 2014.
Target indicator: a) A number of systematic and continuous ways to communicate utilisation have
been developed and selected. b) Increased number of institutions and areas of advance that
systematically present utilisation activities in their internal and external communications.
This business development is motivated by utilisation providing significant opportunities for
differentiation, i.e. there are strong reasons to make utilisation a substantial part of the values
associated with the Chalmers brand. Chalmers is already regarded as an institution that is strong on
collaboration and this can be used and further enhanced if we systematically communicate
utilisation from Chalmers, with a focus on communicating the actual benefit (and not just potential
benefit) and communicating what Chalmers does for the potential use of research-based knowledge
to become real benefit.
Significant opportunities for target attainment: Development of tools and operational support for
communication of utilisation.
Effective utilisation
N1. Collaboration mission (reformulated from last
year)
A common Chalmers model for continuous monitoring
and evaluation of collaborative activities to be
developed and deployed. The model should include all
forms of collaboration in research and education and its
main purpose will be to stimulate the development of
collaboration in quantity, quality and new ways of
working. The model should also include the effect of
utilisation (Impact).
Key indicator15
: (same as last year)
N1 Number of long-term cooperation agreements with
external parties that include skills provision at
undergraduate, graduate and doctoral
programmes, research and research-based
development.
N2. Collaboration mission (reformulated from last
year)
Chalmers' research and educational activities
inventorise and make intellectual assets available
more systematically and increasingly with a view to
stimulating innovation processes operating in
synergy with existing businesses and start-ups.
Key indicator: (reformulated)
N2 The number of identified intellectual assets.
N3. Communication mission (new interim target)
A clearer and more systematic communication of the
utilisation of activities aimed at strengthening Chalmers'
brand, appeal and competitiveness.
Key indicator:
N3 To be worked out in 2014.
15 Definitions and descriptions of the key indicators can be found in the annex at the end of the document.
Page 15 Priority Operational Development 2015-2019, reg. no. C2014-0795. Document established by Chalmers’ President
02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Excellent internal environment Chalmers has initiated a project to plan and monitor common activity targets for the entire
ChalmersSphere. The work is done through systematic dialogue meetings linked to a joint year
wheel. The joint work will lead to new, more efficient procedures and working methods for the
entire ChalmersSphere. Furthermore, efforts to develop a more effective organistion within the
ChalmersSphere will continue. The current institutional structure is undergoing an adjustment
during the next five years, to ensure an effective organisation and to increase the opportunities
for feedback between managers and employees.
Chalmers development of a management system, with a clear and transparent approach to
performance management, sets good conditions for achieving high levels of quality across the
activities where opportunities are exploited and unwanted risks can be eliminated. In order to
maintain long-term balance in Chalmers's economy, arrangements for Chalmers' economic
governance will continue to evolve. A process-oriented approach is an important tool for achieving
Chalmers' business goals. The business support's process orientation is also one of the preconditions
for giving an appropriate and cost effective support that also allows for a better working
environment. Good IT support with high stability and availability and updated continuity plans to
deal with any interruptions are important means of improving the efficiency of business support.
The Chalmers campus should reflect our ambitions in sustainable development through
attractive surroundings and by setting good examples. There is a responsibility for the needs of
education, research and utilisation for a good physical environment to be catered for and to hold
meeting where a consensus on overall targets is promoted. With this focus, the three technology
parks at Johanneberg, Lindholmen and Sahlgrenska will develop their role in enabling value-
creating meetings and activities in an open innovation environment.
To change the approach and culture requires a conscious and courageous leadership and
committed and professional colleagues. Working with leadership and employee development linked
to culture, work environment, and equality has been prioritised and will remain a priority in the
coming years. Employee performance is a prerequisite for the development of proper, efficient
work environment and an important part of business planning. The prerequisite for leadership in
terms of training, support resources and time allocation must be ensured so that professional
leadership can be performed.
Excellent internal environment
I1. Leadership
Chalmers managers at all levels to have the
resources, opportunities and training to pursue a
professional and egalitarian leadership.
Key indicator16
:
I1 Proportion of Chalmers' organisational units where the
number of employees for whom the manager is
responsible is ≥ 10 och ≤ 30.
I2. Operational support
Operational support provides meaningful support
both centrally and locally and is cost effective.
Key indicator:
I2 Chalmers' proportion of indirect costs compared with
total costs, current year, compared to 2012's
proportion of indirect costs.
16
Definitions and descriptions of the key indicators can be found in the annex at the end of the document.
1 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Appendix to
Priority Operational Development 2015-2019
Reg. no. C2014-0795
KEY INDICATORS FOR CHALMERS'
OBJECTIVES
Definitions and descriptions
2 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Introduction:
This compilation and description of the key indicators in the POD 2015-2019 is intended as
help for institutions, areas of advance, training areas and the "ChalmersSphere" in work related
to the interim targets that Chalmers management is prioritising for achieving the overall targets:
world-class education, excellence in research, effective valorisation and excellent internal
environment. The key indicators are, besides minor adjustments in definitions and
formulations, the same as in the POD 2013-2017.
The key indicators are intentionally quite few and focused on measuring in areas where
Chalmers needs to improve itself in order to achieve set interim targets. This means that the key
indicators do not cover all interim targets and that important areas that are currently successful
do not have targets or key indicators, e.g. the graduate programme.
The key figures are measured at different levels and it is not always easy for an institution, for
instance, to see how one can contribute to key indicators that are not measured at an
institutional level. The most important thing is not the key indicators but the interim targets. By
focusing on the fact that there are interim targets to be achieved, in all parts of Chalmers we
should able to see how our own activities can contribute. This increases Chalmers' ability to
achieve the overall objectives and should push the key indicators in the right direction.
Institutions can set up the own indicators to measure the important partial steps in their own
action plans, contributing towards Chalmers as a whole achieving the specified interim targets
in education, research, utilisation and internal environment.
Key indicators in the POD are:
U1:1 Proportion of Chalmers courses graded "very high quality" in the HSV/UKÄ's evaluation 2013-
2014.
U1:2 Proportion of students who remain at Chalmers after a year of study and the proportion of these
students who have completed at least 45 credits.
U2:1 Proportion of international students registered for courses within Chalmers' master's
programmes.
U2:2 Number of qualified first-choice applicants per person accepted to Chalmers' courses.
F1:1 Proportion of articles co-published with universities outside Sweden, in international peer-
reviewed journals.
F1:2 Proportion of people who are employed in services that require a PhD. (NOTE: the key figure is
broken down and reported for each service category).
F2 Chalmers' overall Cf (field-normalised citation frequency).
N1 Number of long-term cooperation agreements with external parties that include skills provision
at undergraduate and postgraduate levels, research and research/development.
N2 The number of identified intellectual assets
I1 Proportion of Chalmers' organisational units where the number of employees for whom the
manager is responsible is ≥ 10 and ≤ 30.
I2 Chalmers' proportion of indirect costs compared with total costs, current year, compared to
2012's proportion of indirect costs.
The Department for Planning, analysis and economy is responsible for the publication of
key indicators. Data is updated afterwards. Values for all key indicators except N2 are for
2013 and are reported at: http://www.chalmers.se/insidan/SV/om-chalmers/rutiner-och-
styrande/overgripande-mal and partly in the decision support system, QlikView address:
HYPERLINK "https://qv-server1.ita.chalmers.se/qlikview/" https://qv-
server1.ita.chalmers.se/qlikview/
3 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Main target: world-class education
Interim target U1: education and quality development
”Chalmers' education quality is being developed continuously and professionally by
programme managers and teachers. The objective is to give students a foundation of science
and proven experience, a foundation that is coveted worldwide for its ability to work with the
ever changing challenges of a sustainable society.
The students are happy and implement and complete their studies in the nominal rate.”
Key indicator (U1:1) Proportion of Chalmers courses graded "very
high quality" in the HSV/UKÄ's evaluation
2013-2014.
The key indicator indicates: How well the quality of Chalmers' courses
meets the highest standards set by the state.
This in turn indicates how well the interim
target is met. The quality work at all levels,
from management to the course as a whole is
indicated for each evaluated course.
Formula Number of courses with "very high quality"
grades / Total number of courses evaluated.
Unit of measurement %
Levels at which the measurement take place Chalmers level
Course area level
Programme level
Institution level (the programmes that have
been evaluated and that the department has
courses in)
Target for Chalmers level 75 %
When target should be reached 2013-14
Reading time(s) 1 September 2013 partial reconciliation
1 September 2014 final reconciliation
Party responsible for producing data PAE
Party responsible for compiling key
indicators
PAE
Support for analysis of key indicators HPL GRU + PAE
Party responsible for key indicators Undergraduate Vice Chancellor / UOL
4 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Main target: world-class education
Interim target U1: education and quality development
"Chalmers' education quality is being developed continuously and professionally by
programme managers and teachers. The objective is to give students a foundation of science
and proven experience, a foundation that is coveted worldwide for its ability to work with the
ever changing challenges of a sustainable society.
The students are happy and implement and complete their studies at a nominal pace.”
Key indicator (U1:2) Proportion of students who remain at Chalmers after a
year of study and the proportion of these students who
have completed at least 45 credits.
The key indicator shows Whether Chalmers is recruiting the "right" students,
both in terms of interest and prerequisites and whether
Chalmers is taking advantage of opportunities to give a
good start to their education - which from experience
means that there is a high probability that studies will be
completed. Institutions' work with first-year courses and
the throughput into them give a clear indication for this
key indicator.
Formula Number of students registered to study in academic
year 2 / Number of students registered to study in
academic year 1.
Number of students with at least 45 credits at the
start of academic year 2 / Number of students
registered to study in academic year 2
Unit of measurement Two % rates
Definitions: Applies to all courses (civil engineer, architect,
bachelor of science and maritime officer), except
master's.
Reading of the numbers takes place after registration
in years 1 and 2 (October)
Reading of the number of credits takes place in
October, i.e. after the results of the resit period have
been recorded.
Levels at which the measurement take
place
Chalmers level
Course area level
Programme level
Aggregated by type of course (civil engineer, architect,
bachelor of science, maritime officer).
Target for Chalmers level 90 % are left after one year
90 % of these have completed at least 45 credits.
When target should be reached 2016
Reading time(s) Once per year (October)
Party responsible for producing data Student dept. / course secretary
Party responsible for compiling key
indicators
Student dept. / course secretary
Support for analysis of key indicators HPL GRU + PAE
Party responsible for key indicators Undergraduate Vice Chancellor / UOL
5 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Main target: world-class education
Interim target U2: student recruitment
"From a broad recruitment basis both nationally and within Europe and beyond, Chalmers
fills its programmes with students who have good opportunities to take the exam and become
excellent engineers, architects, maritime officers and high school teachers.
Chalmers master's programmes are implemented in an international environment.”
Key indicator (U2:1) Proportion of international students registered for
courses within Chalmers' master's programmes.
The key indicator shows: Whether Chalmers has an international
environment on the master's programmes, but also
how well the work with different student exchange
programmes functions.
Formula Number of international students registered for
courses within Chalmers' master's programmes. /
Total number of international students registered
for courses within Chalmers' master's programmes.
Unit of measurement %
Definitions: International students means students who
have not had their undergraduate education
(bachelor's degree) in Sweden.
International students who are not registered
on the whole master's programme but are here
as exchange students, e.g. through ERASMUS,
are also included.
Levels at which the measurement take place Chalmers level
Course area level
Master's programme level
Course level
Target for Chalmers level 30 %
When target should be reached 2015
Reading time(s) Once per year (end of October)
Party responsible for producing data Student dept.
Party responsible for compiling key
indicators
Student dept.
Support for analysis of key indicators HPL GRU + PAE
Party responsible for key indicators Undergraduate Vice Chancellor / UOL
6 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Main target: world-class education
Interim target U2: student recruitment
"From a broad recruitment basis both nationally and internationally, Chalmers fills its
programmes with students who have good opportunities to take the exam and become
excellent engineers, architects, maritime officers and high school teachers.
Chalmers master's programmes are implemented in an international environment."
Key indicator (U2:2) Number of qualified first-choice applicants per
person accepted to Chalmers' courses.
The key indicator shows: Chalmers' and individual courses' attractiveness
to students. Attractiveness is built up over the
long term through a well-functioning course
that provides a sought-after job. The
institutions' involvement in the training courses
they participate in is an important component of
this.
Formula Number of qualified first-choice applicants to
Chalmers courses / Total number of students
admitted to these courses
Unit of measurement Ratio
Definitions: Only those candidates who have opted for
Chalmers Education as their first choice and are
qualified for this are counted.
Levels at which the measurement take place Chalmers level
Programme level
Aggregated by type of course (civil engineer,
architect, bachelor of science, maritime officer).
Target for Chalmers level The ratio increases
The ratio is above the national average (also
applies to respective course)
When target should be reached 2017
Reading time(s) Once per year (1 September)
Party responsible for producing data Student dept.
Party responsible for compiling key
indicators
Student dept.
Support for analysis of key indicators HPL GRU + PAE
Party responsible for key indicators Undergraduate Vice Chancellor / UOL
7 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Main target: Excellence in research
Interim target F1: international appeal
"Chalmers' research is characterised by academic excellence and international collaboration.
Chalmers' areas of advance for increased appeal.
A proactive search process is used to recruit the best researchers and to ensure greater
external and more equal recruitment."
Key indicator (F1:1) DRAFT
Proportion of articles co-published with
universities outside Sweden, in international
peer-reviewed journals.
The key indicator shows: How attractive Chalmers is as a partner,
internationally. The appeal may be due to
subject depth created by the institutions and
the ability to work internationally stimulated
by AS and various centres.
Formula The number of articles, co-published with
universities outside Sweden, that in a given
period are published in international
scientific journals / Total number of articles
in the same period published in international
scientific journals.
Unit of measurement %
Definitions: The term "international peer-reviewed
journals" means the journals that are
available at Web of Science.
Levels at which the measurement take place Chalmers level
Institution level
SO-level
Target for Chalmers level Among the five best universities in Sweden.
For this comparison, Leiden ranking's
values for international co-publication are
used. This is published annually in May
and is based on a three-year average.
When target should be reached 2019
Reading time(s) Annually (31 Dec)
Party responsible for producing data Library
Party responsible for compiling key
indicators
Library
Support for analysis of key indicators Library and PAE
Party responsible for key indicators Pro-chancellor / Vice chancellor SO
8 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Main target: Excellence in research
Interim target F1: international appeal
"Chalmers' research is characterised by academic excellence and international collaboration.
Chalmers' areas of advance for increased appeal.
A proactive search process is used to recruit the best researchers and to ensure greater
external and more equal recruitment."
Key indicator (F1:2)
Proportion of people who are employed in
services that require a PhD.
The key indicator shows: How effectively Chalmers' departments
adopt a proactive search process. To
implement a balanced recruitment a high
percentage of international applicants will be
necessary, which in turn leads to enhanced
quality of search fields.
Formula The number of people in a given period
employed in services that require a PhD. /
Total number of people in the same period
employed in services that require a PhD.
Unit of measurement %
Definitions: The term "employed in services that require a
PhD" means that both new employees and
promotions are included.
Levels at which the measurement take place Chalmers level (total and by category of
services) Department level (total and by
category of services)
Target for Chalmers level ≤ 75 %
When target should be reached 2017
Reading time(s) Three times per year (30 Apr, 31 Aug, 31
Dec)
Party responsible for producing data HR department
Party responsible for compiling key
indicators
HR department
Support for analysis of key indicators HR department and PAE
Party responsible for key indicators Vice Chancellor for research and research
training / Pro-Chancellor / Head of HR
9 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Main target: Excellence in research
Interim target F2: Publications
"Chalmers researchers to publish with increased quality and volume, both disciplinary and
interdisciplinary. Chalmers publications to have a greater impact.”
Key indicator (F2) Chalmers' overall Cf (field-normalised
citation frequency)
The key indicator shows: How visible Chalmers researchers' results are
in the scientific community.
Formula Calculation of Chalmers' relative citation rate
using bibliometric data for the subjects
within which Chalmers researchers publish.
For exact formula, see the library's
bibliometrics function.
Unit of measurement Relative frequency
Definitions: Cf measured in relation to any
publication within Chalmers' subject
areas worldwide
The value 1.0 means that Chalmers
researchers are quoted as frequently as
the average of all scientists in the same
disciplines. 1.20 means 20% higher than
the average citation frequency.
Self-citations are not included.
No fractions.
Five-year measurement period, but for
stabilisation a rolling three-year average
is used.
Levels at which the measurement take place Chalmers level
Institution level
Level of area of advance
Target for Chalmers level ≥1,20
When target should be reached 2016 (cannot be calculated until April 2018)
Reading time(s) Once per year (December 31), but the
calculation cannot take place until April
when Chalmers has access to summarised
data.
Party responsible for producing data Library
Party responsible for compiling key
indicators
Library
Support for analysis of key indicators Library + PAE
Party responsible for key indicators Vice Chancellor for research and research
training / Vice chancellor AS / Pro-
Chancellor
10 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Main target: Effective Utilisation
Interim target N1: Collaborative missions
"A common Chalmers model for continuous monitoring and evaluation of collaborative
activities to be developed and deployed. The model should include all forms of collaboration
in research and education and its main purpose will be to stimulate the development of
collaboration in quantity, quality and new ways of working. The model should also include
the effect of utilisation (Impact)."
Key indicator (N1) Number of long-term cooperation
agreements with external parties that
include skills provision at undergraduate
and postgraduate levels, research and
research/development.
The key indicator shows Chalmers' appeal as a long-term cooperation
partner for businesses and other social actors,
nationally and internationally.
Formula Reading the number of long-term
cooperation agreements
Unit of measurement Number
Definitions: "Long-term" means a period of at least 5
years.
"Collaborative agreement" means that the
parties formulate projects together,
collectively producing the results and
working together in the application and
utilisation of the results.
Minimum sum SEK 5 million in total per
year and agreement.
Levels at which the measurement take place Chalmers level
Level of area of advance
Target for Chalmers level ≥ 16 (≥ 2 per SO)
When target should be reached 2015
Reading time(s) Once per year (31 December)
Party responsible for producing data CRO
Party responsible for compiling key
indicators
CRO
Support for analysis of key indicators CRO + PAE
Party responsible for key indicators Vice-Chancellor for Collaboration / Vice-
Chancellor SO
11 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
Main target: Effective Utilisation
Interim target N2: Innovation mission
"Chalmers' research and educational activities inventorise and make intellectual assets
available more systematically and increasingly with a view to stimulating innovation
processes operating in synergy with existing businesses and start-ups.
Key indicator (N2) The number of identified intellectual
assets.
The key indicator shows Chalmers researchers' ability to be involved
in the production of requested intellectual
assets and Chalmers' ability to create
productive collaboration environments, such
as meeting spaces, infrastructure and
platforms for open innovation.
Formula Reading the number of intellectual assets
identified.
Unit of measurement Number
Definitions: "Intellectual asset" means all or part of
databases, data, codes, software or
patents, for example.
Levels at which the measurement take place Chalmers level
Level of area of advance
Departmental level (in the long term)
Target for Chalmers level Annual increase
When target should be reached Every year 2013 - 2017
Reading time(s) Once per year (31 December)
Party responsible for producing data IKV
Party responsible for compiling key
indicators
IKV
Support for analysis of key indicators IKV + PAE
Party responsible for key indicators Vice-Chancellor for Collaboration / CRO
Inventory methods and reporting channels must be clarified / created for the key
indicator to be measured.
12 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
For all primary objectives an excellent internal
environment is required Interim target I1: Leadership
"Chalmers managers at all levels to have the resources, opportunities and training to pursue
a professional and egalitarian leadership."
Key indicator (I1) Proportion of Chalmers' organisational
units where the number of employees for
whom the manager is responsible is ≥ 10
och ≤ 30.
The key indicator shows Chalmers leaders' ability to create an
organisation where managers have a realistic
opportunity to fulfil their duties as directors,
which includes conducting performance
appraisals and salary reviews.
Formula Number of Chalmers' organisational units
where the number of employees for whom
the manager is responsible is in the range of
≥ 10 and ≤ 30. / Total number of
organisational units at Chalmers.
Unit of measurement Number
Definitions: Employee = staff member
Organisational unit = unit with wage-setting
manager
Levels at which the measurement take place Chalmers level
Institutional level (incl. AoS)
Departmental level
Target for Chalmers level 95 % 2014
100 % 2016
When target should be reached 2014
Reading time(s) Once per year (31 December)
Party responsible for producing data HR department
Party responsible for compiling key
indicators
HR department
Support for analysis of key indicators HR department + PAE
Party responsible for key indicators CPO / Head of HR
13 Appendix to the Priority Operational Development 2015-2019, reg. no. C2014-0795. Established by the President 02/06/2014. Approved by Chalmers University of Technology Board 18/06/2014.
For all primary objectives an excellent internal
environment is required
Interim target I2: Operational support
"Operational support to provide an efficient and cost effective support both centrally and
locally.”
Key indicator (I2) Chalmers' proportion of indirect costs
compared with total costs, current year,
compared to 2012's proportion of indirect
costs.
The key indicator shows Chalmers' ability to translate the efficiencies
that will result from the process orientation
into real savings.
Formula (Chalmers' indirect costs in one year / Sum of
all Chalmers' costs over the same period) /
(Chalmers' indirect costs in 2012 / Sum of all
Chalmers' 2012)
A specific calculation model has been
developed.
Unit of measurement %
Definitions: Indirect costs means all indirect costs
according to the SUHF model + scaling that
occurs for the GRU organization.
Levels at which the measurement take place Chalmers level
Institution level
Target for Chalmers level ≤ 1 for 2013
From 2014 < 1 so that 2017 is ≤ 0.9
When target should be reached 2017 (with interim targets every year from
2014)
Reading time(s) Once per year (31 December)
Party responsible for producing data Admin. managers + PAE
Party responsible for compiling key
indicators
Admin. managers + PAE
Support for analysis of key indicators PAE + Admin. managers
Party responsible for key indicators CPO / Process managers
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