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Management School.
EQUIS Self Assessment Report.
September 2010
Table of Contents
Table of Contents
Executive Summary 3 Context, Governance and Strategy 7 Programmes 27 Students 48 Faculty 59 Research and Development 67 Executive Education 77 Contribution to the Community 78 Resources and Administration 82 Internationalisation 92 Corporate Connections 99 Appendix One - Large Tables 105 Appendix Two - Workload Model 132
University of Sheffield Management School I 1 Index of Tables
Index of Tables
Table 1: U.K. EQUIS accredited schools, RAE 2008 results 9 Table 2: RAE 2008 Income: UK Competitor analysis 17 Table 3: The introduction of new programmes over the past three years 29 Table 4: Core Managerial Skills and Attributes, Delivery and Assessment 33 Table 5: International Student Enrolment – percent of non UK/EU enrolments 36 Table 6: Student mobility 2009/10 38 Table 7: Management School International Student Exchange Partners 39 Table 8: Structure of the BA Business Management programme 42 Table 9: Results for BA Business Management Students 2009/10 47 Table 10: Application/Offer/Enrolment Data – 2009-10 49 Table 11: Alumni sector distribution 52 Table 12: Alumni positions 53 Table 13: Alumni functions 53 Table 14: Alumni salaries 53 Table 15: Alumni geographical spread 54 Table 16: Graduate employment after 6 months 54 Table 17: Major employers 55 Table 18: Faculty profile 59 Table 19: Faculty staffing levels 2006-2010 60 Table 20: Student/Staff ratio 2007-10 62 Table 21: RAE 2008 Quality profile of the Management School 67 Table 22: Business and Management Results – RAE 68 Table 23: Total external research income during the last RAE period 69 Table 24: Research Centres and Clusters in the Management School 71 Table 25: Research Output of the Core Faculty 2006-10 74 Table 26: Staff academic contribution 2006-10 74 Table 27: Income Summary (£) 83 Table 28: Summary of Grants Awarded 84 Table 29: Expenditure Cap and Budget 2005/6 – 2009/10 (£) 85 Table 30: Consulting Income 100
Appendix One - Large Tables Table A1: Management School International Academic Partners and Type of Co-operation 106 Table A2: University of Sheffield Study Abroad Partners 111 Table A3: BA Business Management Assessment Descriptors 112 Table A4: International Enrolments over the last five years 115 Table A5: Standard qualifications and entry requirements 119 Table A6: Faculty profiles 121 Table A7: Management School Corporate Partners 123 Table A8: Faculty Involvement in Academic and Professional Organisations 127 Table A9: Research funded from abroad 130
2IUniversity of Sheffield Management School Executive Summary
Executive Summary
1. Context, Governance and Strategy
Strengths Challenges Priorities
Objectively-confirmed research Improving facilities in line with best Moving to new, improved premises. excellence of international standing. practice in the sector. Investing resources in building Operating in a University ranked the Improving the range of alumni alumni relations and careers services. top 100 in the world. services in line with best practice in Expanding the range of study abroad Autonomy within predetermined the sector. opportunities. budgetary frameworks, with the Developing the range of careers Involving international business in ability to carry over surpluses from services offered to students in line taught programme development, year to year. with the expansion of our corporate links and research. Providing a high quality teaching and postgraduate provision. learning experience. Broadening and deepening the Excellent ties with local/national international learning experience. business. Developing links with international Quality international partners in business. research and student exchange.
2. Programmes
Strengths Challenges Priorities
Established portfolio of programmes Expand international learning Incorporate study trips abroad into of proven quality . opportunities for UG and PG students. the fees model for postgraduate Rigorous entry requirements. Expand incoming and outgoing programmes. Innovation in teaching, with high exchange student numbers. Operationalise BA International quality online learning facilities. Develop ties with major international Business Management(with a compulsory year abroad). Taught programmes promote critical firms for curriculum development and approaches using applied exercises in interaction with applied modules. Develop links with international firms an international context. through existing relationships. Feedback loops with strong Expand our suite of postgraduate stakeholder interaction. programmes. Opportunities for students to interact with companies at both undergraduate and postgraduate levels. Diverse student body. Expanding suite of postgraduate programmes.
University of Sheffield Management School I 3 Executive Summary
3. Students
Strengths Challenges Priorities
Rigorous entrance criteria. Provide an in-house careers service to Careers Officer employed to assist Close and effective management of match those offered by larger Schools. students with essential career student progression. Increase international student mentoring. High quality of learning and pastoral exchanges, both incoming and Administrative resources in 2011 support. outgoing. dedicated to building on existing Monitor recruitment to ensure that activities and relationships and Excellent University residential and forming the foundation of a dedicated recreational facilities. the learning experience is genuinely global. in-School Careers Office as we grow. Develop relations with successful Encouraging home students to take applicants to ensure good enrolment advantage of exchange opportunities rates, in order to be able to plan with formalised and expanded through new confidence to the future. International Committee. A revised recruitment drive in 2011 will focus on key untapped markets. 2010 ambassador program will be refined and expanded.
4. Faculty
Strengths Challenges Priorities
Research and teaching excellence of Enhance diversity. Enhance diversity through global the faculty. Successfully inducting a large number recruitment, and the specific targeting High quality applicants in a wide of new staff into the research climate, of potential job candidates via the range of disciplinary areas. and organisational culture and personal networks of existing faculty. Major new recruitment round. processes of the School. Improve induction processes. Succession planning. Complete current round of appointments with a view to replacing upcoming retirements.
5. Research and Development
Strengths Challenges Priorities
Very good performance Research To become a top-10 ranked UK To grow research grant income, with Assessment Exercise (RAE). Management School for research, as the goal of achieving an average New appointments of highly research- measured by the RAE/REF, at a time research grant income of £30,000 per active staff. when many competitor schools are capita p.a. raising their own game. All staff to publish at least four articles in international-level journals between 2008 and 2013. Improve the wider impact of our research on academe and on the wider economy, society, culture and public policy, both locally and globally.
4IUniversity of Sheffield Management School Executive Summary
7. Contribution to the Community
Strengths Challenges Priorities
Established record in promoting Expansion of programme provision Assign a PRME Coordinator/ ‘Green’ critical perspectives. poses the challenge of ensuring that champion. Socially responsible perspectives social responsibility and Organise an induction on CSR and SD permeate both teaching and research. sustainability are promoted for new students. throughout the curricula. Active members of PRME. Provide case studies and qualitative Enhancing existing community and quantitative teaching material. outreach activities and ensuring greater international relevance in this Use the research mentoring system to regard. raise awareness among new faculty as to existing research activities within Sustaining a tradition of critical the School, and open the possibilities scholarship through a process of for new synergies. normal ebb and flow of staff, and given overall expansion in faculty. Strengthen engagement with community/ business partnerships.
8. Resources and Administration
Strengths Challenges Priorities
The University and the Management The School has expanded in faculty Moving the MBA lecture spaces to School are established players, with size and in taught programme higher quality premises. 2010 intake. well developed learning support provision, necessitating expansion Moving the School to larger premises structures, and a superb campus and improvement in the teaching with better social spaces. 2012 after environment, including excellent facilities and social spaces. renovations are completed in 2011. leisure, residential and library The lower than anticipated enrolment Managing relationships with facilities. rate in the 2009-2010 academic year successful applicants, to improve the The budgetary model allows surpluses highlighted the importance of acceptance/enrolment ratio in order to be carried over, allowing for ensuring a better conversion rate, to to facilitate long term budgetary significant reinvestment. make for more stable revenue flows on planning. a year-to-year basis.
University of Sheffield Management School I 5 Executive Summary
9. Internationalisation
Strengths Challenges Priorities
The School’s research is of an Ensuring that a greater proportion of Launching a new undergraduate international standard, with an undergraduate and postgraduate International Business Management increasing proportion being explicitly students spend a period of their degree. 2011 intake. international and comparative in studies abroad. Developing the range and scope of nature. Corporate links need to be further postgraduate study abroad activities The School attracts a diverse student internationalised, moving beyond a at MBA level, with a view to body. traditional focus on the needs of local integrating the costs of study trips The University has some of the finest and national employers. abroad into the fees structure. modern language departments in the The different internationalisation Ongoing. country which has provided a solid activities need to be better Extending study abroad activities into foundation for dual honours bachelors coordinated. the MSc programme. 2010 intake. degree (with modern languages) Establishing an internationalisation options. committee to impart a greater Existing research and other links strategic coherence into provide a sound foundation for internationalisation activities. further developing study abroad October 2010. opportunities at all levels. Expanding the Advisory Board. Ongoing.
10. Corporate Connections
Strengths Challenges Priorities
Excellent relations with local Extend our executive education Make the Business Advantage businesses, employer associations and offerings, career opportunities for our initiative sustainable into the medium professional bodies, providing the students, and income opportunities and long term. basis for innovative modules at all for the School. Extend the Business Catalyst levels, and allowing students to Build on existing and emerging Programme nationally and interact with firms and engage with relationships to extend the current internationally. real world organisational problems. local/national model of corporate Build on the strong work of Excellent research ties with engagement internationally. ConsultIWP and our other research corporations, both nationally and Continuously explore novel ways of centres to extend our corporate reach internationally. disseminating the knowledge created internationally. Enormous progress made in the last through research to the user Utilise the expertise on the Advisory two years in building relationships community. Board and expand its membership to with local and national businesses include more international centred around student projects and representatives. consultancies. Build on the deep relationships we have with companies to increase student career opportunities, including scholarships and career visits from company representatives.
6IUniversity of Sheffield Management School Context, Governance and Strategy 1
1. Context, Governance and Strategy
Mission: The School should have a clearly articulated mission that is understood and shared throughout the institution Governance: The School should have an effective and integrated organisation for the management of its activities based on appropriate processes, with a significant degree of control over its own destiny. Strategy: The School should have a defined, credible and coherent strategy, realistically reflecting its market positioning, resources and constraints.
The mission of the University of Sheffield Management School is to sustain a research-intensive environment that creates, advances and disseminates knowledge with respect to management inquiry, for the benefit of students, private and public sector organisations and society in general.
Our Vision Advisory Board to incorporate greater representation by the latter. Fourth, we need larger premises with To be a world-class management school recognised for specialised teaching facilities and better public space, the delivery of intellectually rigorous, cutting-edge again in line with best practice in the sector. Finally, we research, and excellent teaching and learning in a need to further develop the range of careers services stimulating, innovative environment. Through the offered to students in line with the expansion of our distinctiveness of our graduates, excellence of our staff postgraduate provision. and network of international partners, we look to inform the practice of management and to make a difference to our community, locally and internationally. Priorities In the light of the above, we are scheduled to move to new Strengths premises, we are investing further resources in building alumni relations and careers, we are expanding the range The great strengths of the Management School are its of study abroad opportunities (most notably via a new objectively-confirmed research excellence of International Business Management undergraduate international standing, operating within the context of degree) and we are not only looking to expand our a University that is ranked among the top one hundred in Advisory Board, but also to explore other ways of the world. The Management School has excellent ties involving international business in taught programme with local business, a good range of quality international development and operationalisation and research. partners in both research and teaching, and provides a high quality teaching and learning experience, confirmed by national student surveys. It has rigorous 1.1 Environment entry requirements, with taught provision incorporating teaching informed by the latest research, theoretical The University rigour, and applied studies, including opportunities for British universities are granted degree-awarding powers when students to work with local firms. The Management granted a Royal Charter by the Privy Council. The University School enjoys autonomy with predetermined budgetary of Sheffield gained its Royal Charter in 1905. It is rated 88 in the frameworks, and can carry over surpluses from year to world in the authoritative Shanghai Jiao Tong University year, allowing the School to plan with confidence for the annual academic ranking of the top 500 universities future. Finally, the School is renowned for promoting worldwide, which is based on, inter alia: the number of highly critical and sustainable approaches to management and cited researchers; academic performance; articles in the this serves to enrich the teaching and learning highly ranked journals; and the number of Nobel Prize experience, and, indeed, the marketable skills sets of winners. The University of Sheffield has already generated five graduates. Nobel prize winners. The University is a member of the Russell Group, the Challenges association of the 20 major research-intensive universities in the UK. In 2004/5, Russell Group Universities accounted for The School faces a number of challenges. First, following 65% (over £1.8billion) of UK Universities’ research grant and the creation of the position of Associate Dean Alumni, the contract income, 56% of all doctorates awarded in the United School is developing a range of alumni services in line Kingdom, and over 30% of all students studying in the United with best practice in the sector. Second, while the School Kingdom from outside the EU. offers international learning experiences abroad, these need to be expanded, in particular to ensure that greater The University is an independent institution in terms of the numbers of home students spend significant amounts of Royal Charter. Its objectives, powers and governance time abroad. Third, we need to develop links with framework are set out in the Charter and its supporting international business, and to this end are expanding our Statutes. The University´s Charter requires the existence of the following three bodies:
University of Sheffield Management School I 7 1 Context, Governance and Strategy
The Council Management School has broad operational autonomy (see The University’s Council is the governing body of the section 1.5), but overall budgetary issues (e.g. the amount University, responsible for the strategic development and allocated to the central university in respect of centrally overall performance of the University´s business. Council provided services such as the library and estates) are membership comprises lay and academic persons determined in negotiation with the Faculty Pro-Vice appointed under the Statutes of the University, the Chancellor who provides a crucial link between the UEB majority of whom are non-executive. Much of the work of and the Management School, and is responsible for the Council is carried out through formally constituted overall operational direction of the faculty. committees. Naturally, given the profile of the University, the School is seeking accreditation with organisations of similar stature. We have achieved AMBA with a five-year The Senate accreditation, have excellent reports from the The Senate is the academic authority of the University, professional associations that accredit us (CIPD and whose role is to direct and regulate the teaching and CIM), and have passed the initial phases of AACSB research work of the University. Its membership is drawn accreditation. We particularly welcome a close, mainly from the academic staff of the University. Much developmental association with EFMD, a global champion of the work of Council is carried out through formally of management education. constituted committees. The Management School The Court The mission of the University of Sheffield Management The Court is a large, formal body comprised mainly of lay School is to sustain a research-intensive environment members. Its membership is representative of the that creates, advances and disseminates knowledge with University and the community in which it is set. Court respect to management inquiry, for the benefit of meets once per year to receive annual reports from students, private and public sector organizations and Council and Senate, and to receive and consider the society in general. Annual Financial Statements of the University. In line with the mission, specific strategic plans have been developed covering core dimensions of school The University Executive Board activity. These are available in the Base Room. The School has an excellent international reputation Responsibility for overall day-to-day running of the particularly in the areas of Work Psychology/HRM/OB University is under the University Executive Board, or and Accounting, and a rapidly developing profile in a UEB. This is the Vice-Chancellor’s executive group and is range of other areas (e.g. strategy, international business, comprised of: supply chains). What we aim to do is to enhance the • The Vice-Chancellor profile and capabilities of the School through expansion • Five Faculty Pro-Vice-Chancellors at postgraduate level, through deepening internationalisation, developing corporate links and • Pro-Vice-Chancellor for Research and Innovation through appropriate accreditations, building on our • Pro-Vice-Chancellor for Learning and Teaching existing capabilities through additional recruitment of staff and enhancing our physical resources. • Pro-Vice-Chancellor for External Affairs Management education at Bachelors degree level has • University Registrar and Secretary taken place at the University for 50 years, since the • Director of Finance formation of the Faculty of Economics and Social Studies • Director of Human Resources in 1959. The Department of Business Studies with a Head was established in 1962. The University first introduced • Academic Secretary Masters level education in management in the 1970s. The As is the case with a number of peer universities in the integrated approach to management studies was UK (e.g. Birmingham, Warwick), the Management School completed in 1990 with the formation of the University forms part of the Faculty of Social Sciences. This Faculty of Sheffield Management School, situated within the comprises thirteen diverse departments and is one of five Faculty of Social Sciences1. The Management School University Faculties. At its head is the Faculty Pro-Vice changed greatly in the mid-2000s, through the influx of Chancellor (PVC), who reports to the Vice-Chancellor via new faculty (including the present Dean), leading to a the UEB. Owing to the relative importance of the deeper research profile and a wider range of disciplinary Management School, which accounts for 20% of the expertise. New synergies led to a more strategic Faculty’s income, it is the only department/school in the orientation and a shared desire to enhance the quality of Faculty of Social Sciences that is headed by a Dean. The teaching, to expand the range of postgraduate
1 The Economics Department is a separate department in the Faculty of Social Sciences.
8IUniversity of Sheffield Management School Context, Governance and Strategy 1
programmes, to enhance internationalisation and School submission was judged to be of international corporate links, and to enhance the external recognition quality in terms of originality, significance and rigour, of the School. 60% world-leading or internationally excellent, and 15% Our MBAs are AMBA accredited. In 2006, the new general world-leading. The result is that in comparing ourselves MSc in Management was launched, and was accredited by with all current EQUIS-accredited UK Business and AMBA in 2007. This was followed by the introduction of Management Schools, we have now moved into a mid- specialised Masters degrees in Finance, International table position in terms of our research standing. Exactly Management, Information Systems Management and ten EQUIS-accredited UK Schools lie above us and ten HRM, and named pathway degrees in Management EQUIS-accredited UK Schools are either equal to or below (International Business) and Management (Health us. Services Management). The Chartered Institute of Personnel Development (CIPD) accredits the HRM Funding programme, the Chartered Management Institute (CMI) accredits our MBA and MSc management programmes, The Higher Education Funding Council for England and the Chartered Institute of Marketing (CIM) accredits (HEFCE) funds home3 full-time and part-time specific marketing modules. undergraduate and postgraduate taught students. These In the 2008 Research Assessment Exercise (RAE)2, the student numbers are limited by the amount of public Management School was ranked 16th nationally in funding available for student loans and teaching costs. Business and Management Studies out of 90 UK The University is required to stay within 5-10% of the universities (up from 24th in 2001). A total of 95% of the quotas set by HEFCE. In recent years the School has attracted many more applications than the HEFCE quota,
Table 1: U.K. EQUIS accredited schools, RAE 2008 results
University 2008 average 2001 rating % of 4* research No of staff London Business School 3.35 5* 55 90 Imperial College 3.20 5 35 48 Bath 2.95 5 30 63 Lancaster 2.95 5* 30 113 Warwick 2.95 5* 30 131 Manchester 2.85 n/a 25 182 Strathclyde 2.85 4 25 89 Leeds 2.85 5 25 70 Nottingham 2.85 5* 20 90 Cranfield 2.80 4 25 46 Sheffield 2.70 4 15 43 Aston 2.70 5 15 89 Loughborough 2.70 4 15 57 Birmingham 2.65 4 20 47 Durham 2.65 3a 15 49 Cass 2.60 5 15 95 Bradford 2.50 4 15 41 Newcastle 2.50 3a 10 40 Edinburgh 2.45 4 10 53 Hull 2.35 4 5 61 Open University 2.25 3a 5 33
2 The Research Assessment Exercise was conducted jointly by the Higher Education Funding Council for England (HEFCE), the Scottish Funding Council (SFC), the Higher Education Funding Council for Wales (HEFCW) and the Department for Employment and Learning, Northern Ireland (DEL). It produced quality profiles for each institution’s research activity. The quality profiles determined research funding from these four bodies 3 It is important to note that for funding purposes HEFCE considers ‘Home’ as both UK and EU applicants. In this context ‘Overseas’ means non-EU students.
University of Sheffield Management School I 9 1 Context, Governance and Strategy
necessitating stringent entrance criteria (outlined in the past three years. The School is in a robust financial Chapter 3), which the School sets in consultation with position, owing to both strong demand from students for the University authorities. Non-EU students (mainly its programmes at undergraduate level, and the general Masters and PhD students), whose numbers are limited popularity of its postgraduate programmes abroad. Our only by resources, are chosen strictly on merit. fees are comparable to peer universities. Under the 1992 Further and Higher Education Act, The School enjoys considerable freedom in the HEFCE is also responsible for ensuring that the development of innovative new programmes at institutions it funds are assessed for quality. It contracts postgraduate level. The success of our new programmes the Quality Assurance Agency (QAA) to conduct has been most encouraging, and we plan further institutional audits.4 expansions. At undergraduate level, while we may operate The nature of the HEFCE quota means that the School under the constraints of the HEFCE quota, we have concentrates its expansion initiatives on recruitment of freedom to adjust the content of our programmes and overseas students and on its postgraduate portfolio. strategically to reallocate places within the overall quota While in theory the School can increase overseas between programmes. recruitment at an undergraduate level, there are four major constraints on such an expansion. Firstly, there are Faculty a limited number of very large teaching venues in the University. Secondly, there are serious challenges in Eighty-two percent of faculty have PhDs and those who teaching very large undergraduate classes (e.g. more than do not hold doctorates generally have specialist 200 students in a venue); alternatively, the delivery of the postgraduate degrees in accounting, and a senior entire undergraduate programme through parallel professional qualification. All new academic staff are sessions will place a heavy strain on the School’s human expected to have a PhD, the only exceptions being and logistical resources. Thirdly, undergraduates from candidates with very exceptional publication records. abroad are more likely to experience language difficulties Our faculty are research-active, with a demonstrated and challenges from adjusting to a different cultural and capacity to publish successfully in peer-reviewed outlets learning environment, than more mature postgraduates. on a sustained basis and to generate research work of an Fourthly, the fee premium for undergraduates from international standard (that is, published in journals overseas is lower than for postgraduates, weakening the ranked 2* or higher on the ABS journal ranking list5). business case for any expansion. Hence, we have decided The School’s research includes exciting cross-disciplinary to concentrate expansion on the postgraduate market. work, bringing together the subject areas across the To this end, the School continues to develop new business and management sciences and relevant cognate postgraduate programmes within specialised areas of disciplines, including psychology, sociology, politics and management, most recently, Creative and Cultural economics, providing a solid skills base for programme Industries, International Management, and Marketing, development. A broad base of research expertise in line with Enterprise and Entrepreneurship coming in 2011. with the research-centred mission, and the range of We have also reintroduced an Executive MBA. The programmes offered, enables genuinely research- success of these initiatives has enabled us to expand the informed teaching. Excellent student feedback both on numbers of academic and support staff. We are aware that NSS and SEQ6 scores provides a further testimony to we are entering a new climate of budgetary stringency faculty capacity. imposed by government cutbacks. We are dealing with this through: a stronger focus on student recruitment – with customer relationship management to help ensure Administrative support that those applicants who are made offers do indeed take At the start of the 2009-10 academic year, the School up their places – and through increasing research grant employed 23 administrators (16.5 FTE). It now employs income. 27 administrators (21 FTE). These staff support the In addition to the standards and monitoring provided by administrative functions associated with undergraduate, the QAA, teaching quality is monitored by means of the taught postgraduate and research education, as well as National Student Survey (NSS). In 2010, 82% of student enquiries, finance, operations, IT and marketing. management studies students at the University of However, the administrative staff roles and Sheffield reported that they were satisfied with their responsibilities are always under review and are learning experience. It is expected that a quality periodically re-allocated to allow for the better management school in the UK should have a credible percolation of role knowledge through the organisation, RAE/REF performance, excellent NSS scores and meet which ensures services are never limited by a lack of QAA standards, and so we do. numbers. New appointments in the coming months will Table 27 in Chapter 8 provides the School’s accounts for increase our administrative capacity and we are aiming very shortly for 2:1 academic to administrator ratio.
4 Details on the QAA standards are available at http://www.hefce.ac.uk/learning/qual/qaa.asp and in the Base Room. 5 Full details of this list and its underlying rational and methodology may be found at http://www.the-abs.org.uk/?id=257 6 National Student Survey and Student Evaluation Questionnaires. Details in Chapter 3 - Students.
10 I University of Sheffield Management School Context, Governance and Strategy 1
Internationalisation highly ranked universities. We recognise that increased investment in higher education in many emerging Internationalisation is implicit in our mission, and markets, and a more stable governmental funding central to our strategic plan. Internationalisation occurs environment in several continental European countries 7 at seven levels : will make for more competition in the future. We aim to 1. international partnerships deal with this challenge through ever higher standards in 2. international research research, innovation in taught programmes, increased relevance to business, and through greater 3. international faculty internationalisation of teaching and research. 4. international student body 5. international learning opportunities The societal environment in which the 6. preparing international students to work and University operates learn in the UK Sheffield is an industrial city that was investing in 7. the student learning experience cultural development when the global financial crisis hit. While the Management School is clearly international in The crisis has affected property development and public terms of many aspects of its teaching, research and investment, but manufacturing in Sheffield is diverse and outreach activities, we recognise that deeply embedded in international supply chains. internationalisation is an open-ended and continuous With some decline being witnessed in manufacturing process, and we are continuously working to enhance the employment, not least due to continuing improvements international dimension of research, teaching, and in labour productivity in these sectors, the outcome has corporate links. The accreditation process has focussed been a restructuring and diversification of the economy our attention particularly on the desire to introduce an and a more balanced industrial structure, whereby the international aspect of management education to UK city is no longer dangerously dependent on dominant students, who are traditionally less enthusiastic towards sectors. The challenge now is to continue this learning opportunities overseas. In 2011 we will offer a diversification through innovation and growth. new undergraduate degree in International Business Management, which includes a compulsory second year Within this economy, the University is not only one of the studying overseas, and we have successfully increased the major employers in the city but also one of the city’s levels of participation in Erasmus and Study Abroad principal export industries, generating a significant programmes among postgraduate students. We continue proportion of its income from overseas. to expand our student exchange and study abroad The Management School is increasing its links with local opportunities at both undergraduate and postgraduate business, both large and SME. Representatives of local level, and have introduced specialised modules in associations and businesses are on the Management international business and management and (since 2006) School’s Advisory Board and the School is actively three new Masters programmes in the area. We have a seeking opportunities to match postgraduate student communication strategy in place, through the Erasmus project work to the needs of local business and to deliver tutor, personal tutors and through messages delivered management education to local businesses and public throughout the recruiting phase and induction week, authorities. By placing students in local businesses, we which reinforces opportunities and our growth in this both contribute to the economic well-being of our area. community, and provide students with work experience they need for their careers. In addition, students and teachers are involved in charitable and community work The national market (see Chapter 7). Student placement programmes will be The national market divides broadly into research-led extended to international locations in our Catalyst universities and practice-based universities. Among the Programme, outlined in Chapter 10. research-led universities, the leaders are represented by the Russell Group. Competition among leading UK universities in postgraduate programmes is intense. We are direct competitors with fellow Russell Group universities in the neighbouring cities of Leeds, Nottingham and Manchester, along with the Universities of Newcastle and Warwick. International Markets and Competition Our principal competitors abroad are highly research- intensive management schools within established and
University of Sheffield Management School I 11 1 Context, Governance and Strategy
1.2 Institutional Status 1.3 Internal Governance The Management School is part of a public University. It Governance and responsibility is not-for-profit, and subject to national regulation regarding the provision of state funding, quality in Responsibility for the overall running of the core teaching, and budgetary standards. The principal activities of the School rests with the School Management constraints placed on the School by the national system Team. Under the Dean are five Associate Deans. Their are the HEFCE quota, which limits increases in the respective briefs are: number of home students at an undergraduate level, and • Knowledge Transfer the requirement to meet QAA standards. • Learning and Teaching • Research Funding sources • Alumni • HEFCE • Special Projects • Student fees (particularly for overseas students) The School is divided into five subject Divisions, each • Research Funders including the EU, the Research Division having a Head. Staff interests are represented Councils, government departments, and charities. both through regular staff meetings, including divisional, professoriate, and administrative groups, and regular Table 27 outlines the principal funding sources for the formal and informal contacts with the School Executive. School for the 2009-10 academic year. The overall School administrative structure is provided The key factors which underpin the School’s recognition in Figure 1. The broad committee structure is provided and legitimacy within the national context are: in Figure 2 and the full set of committee structures, • Research: A credible score in the RAE/REF (in the including links to University structures, will be provided last RAE, the School’s score was 2.70, joint 16th in the Base Room. nationally) The organisational structure supports the achievement • Teaching: A “top quality learning experience” of the School’s strategic objectives through: defined as: • Clear lines of authority and responsibility • Student satisfaction borne out by good • Established mechanisms for stakeholder input National Student Survey and Student • The clustering of subject specific research and Evaluation Questionnaires teaching expertise into Divisions. • External Examiner (senior scholars at other • Representation of the School’s research institute, established universities, who review the Institute of Work Psychology on an equal basis assessments and student work) reports to Divisions. indicating satisfaction with the robustness and quality of the assessment process. The Dean is accountable to the Faculty Pro-Vice Chancellor and the University Executive Board (UEB), • Satisfactory ratings by the UK Quality Audit and is responsible for the day-to-day running of the Authority (a copy of the report is available in School, assisted by the School Management Team (SMT). the Base Room), and professional associations The Strategy Board (comprising the Dean, the SMT, and (Chartered Institute of Personnel the Heads of the Division) is ultimately responsible for Development, Chartered Management setting the strategic direction of the School. The Institute). Management School has a distinct identity within • High-level learning support. university structures. It is one of only two academic • Fairness and consistency in progression and departments within the University with a separate Dean marking scores, with checks and balances and associated administrative support, the other being against mark inflation – and stringent the Medical School. The School sets and administers checking of student work for plagiarism. School-level budgets within a pre-agreed budgetary framework that allocates a proportion of revenue towards • Teaching informed by the latest research by the maintenance of the general University environment, faculty. including the physical estate, student facilities, • Corporate links: Having credible ties with, and university-wide student support, the general research linking programmes to, the needs of business both office, and related facilities. locally and nationally. Interaction between the School Management Team and • Internationalisation: International standard the Advisory Board helps to ensure high-quality teaching and research, a diverse learning management education and development activities. environment, equipping students with the skills Within the School, Programme Directors are responsible and experiences to cope in an international for individual degree programmes and are responsible for business environment. course content, delivery, assessment and appraisal. Under 7. These seven levels are outlined in Chapter 9.
12 I University of Sheffield Management School Context, Governance and Strategy 1
Figure 1: Organisation Chart
Figure 2: School Committee Structure
the Associate Dean for Learning and Teaching, the this regard in the forms that go to Faculty. The School School’s Learning and Teaching Committee oversees all encourages and supports staff to undertake training and aspects of learning and teaching at School level. The development; a mentoring system provides necessary Management School has autonomy regarding the design support in this area. The University of Sheffield’s Staff of new modules and programmes. New programmes are Review and Development Scheme (SRDS) applies to all approved through the Faculty of Social Sciences, and academic (faculty) and non-academic (support) staff in finally by the University Senate. There is no external the Management School (see discussion in Chapter 4). representation in the approval process but departments The Management School submits a strategic case to the are expected to have consulted external examiners and Faculty Resource Team, chaired by the Faculty Pro-Vice other bodies. Staff must specify what they have done in
University of Sheffield Management School I 13 1 Context, Governance and Strategy
Chancellor for approval to appoint or reappoint posts, 1.4 External Governance but is responsible for designing subject-specific job specifications, job advertisement content, etc. Stakeholders Recruitment interview panels are dominated by School Our key stakeholders are: representatives but include a senior member of the Faculty. In the case of Chair-level appointments, more • students (represented via the Student Staff than one representative of the Faculty is present at Forum) interview. The university Annual Planning Round • alumni (represented via the Associate Dean evaluates current teaching and physical resources and Alumni) needs for the coming year. • the business community (represented via the External academic surveillance is exercised at two levels: Advisory Board) the QAA system, and the external examiner system. • staff (represented via staff meetings) Subject specialist external examiners scrutinise all coursework requirements and exam papers and samples • strategic international partners (represented via of scripts. External examiners comment on overall close and ongoing contact with the School standards, the appropriateness of assessment methods, Management Team) and fairness and consistency of marking. All external • the University community (whose interests are examiners provide a formal report to Learning and represented via University governance structures) Teaching Services (LeTS), which is then reviewed by the teaching team and the Programme Director, and a formal response made to LeTS. Specific points for action are Minutes of Student Staff Forums, Advisory Board implemented. In parallel, a summary of key points raised meetings, and staff meetings will be available for scrutiny by external examiners and the School’s responses is sent in the Base Room. to the programme committees and the Learning and Teaching Committee.
Stakeholder Involvement in Governance Impact on major issues such as strategic planning autonomy and funding
Students Student Staff Forums. These provide a forum to discuss teaching and Student satisfaction and achievement of learning curricula. Proceedings are minuted, and programme leaders are outcomes has a direct impact on the design of the responsible for taking suggestions on board, or reporting back to the curriculum. forum as to why this has not been the case. Student Staff Forums provide a venue for students to express their views and concerns, which are formally minuted. The central concerns of students were taken into account in the process of Mission Statement design via the staff meeting where programme directors, who chair the Student/Staff Forums, presented the students’ views. In addition, there are undergraduate and postgraduate representatives as members of the School’s Learning and Teaching Committee for ensuring their participation in decisions involving the organisation and delivery of teaching, the maintenance of quality assurance and new programme developments.
Staff Staff meetings. These provide opportunity for input at both the levels Staff have direct impact on strategy, both through of mission, strategy and vision, and practice input to the Mission Statement, and through the incorporation of staff expertise and activity into the mainstream strategy of the School
The Advisory Board has direct impact on our Business BusinessAdvisory Board. This body provides a forum for business to engagement with the corporate sector and on the discuss and impact on mission, strategy, vision and practice. The School development of curriculum Advisory Board meets at least twice a year and contains members from the public and private sectors and the School Management Team. Organisations involved come from a range of different sectors including manufacturing, construction, health service, professional bodies, entrepreneurial companies, local authorities, retail and the higher education sector. Advisory Board members’ biographies are located in the Base Room, as is a copy of the terms of reference of the Board. Agreement on strategic plans and funding. Source of Wider University Faculty of Social Sciences committees/Senate. The former provide an strategic investment funds. opportunity to discuss and debate areas of common interest, and the latter in terms of key strategic and policy issues. Alumni career progress and satisfaction affect the Alumni The Associate Dean (Alumni) represents alumni interests on the School provision of service offerings such as career Management Team placement for current students
Strategic International Direct interaction with the School Management Team; consulted on key Our international partners are providing models for Partners issues of common concern related to internationalisation policies us in our expanding suite of internationalisation offerings and provide our students with exemplary international experience
14 I University of Sheffield Management School Context, Governance and Strategy 1
Continuous improvement Environment Policy may be found at http://www.shef.ac.uk/environment/policy-2009.html The School is committed to continuous improvement. In recent years a key concern was the lack of a formal and a copy is provided in the Base Room. mechanism to represent the interests of business. This Relevance led to the formation of the Advisory Board in 2006. Since then, key milestones have been: International standard research and the peer review system ensure that teaching is up-to-date. The Advisory The expansion of the Advisory Board in 2008 to include Board scrutinises new programmes for their relevance, representatives of the international academic and, where necessary, reviews existing provision. For community, and to ensure greater gender balance. example, the Advisory Board were influential in the The establishment of the Strategy Board in 2009. The development of a level one undergraduate module Strategy Board provides a forum for division heads to commencing in 2010/11, entitled Professional Self have an impact on policy and operational decisions. Management which fosters the development of both We believe that the process of improving stakeholder academic and employability skills, and provided advice input is an ongoing one. While we have direct and on the International Business Management degree. They ongoing contact with our international partners and our also reviewed the substantial changes made to the BA alumni, we believe that their interests need to be more Business Management as they were being developed. broadly represented in the running of the School, and Mechanisms for accountability and for promoting provision is being made to expand the Advisory Board to responsibility to the wider stakeholder community are include representatives from our partner organisations outlined in Chapter 7, and detail on corporate input into and our alumni. We are planning to move towards the teaching and other school activities is provided in establishment of a separate Alumni Board. Alumni Chapter 10. representation on the Advisory Board is an initial step in The School Management Team has ultimate this direction, and is underway. responsibility for the day-to-day running of the School. Reflecting the composition of the local economy, few large The most difficult decisions involve mediating between firms are represented on the Advisory Board. A priority the desire of staff for an expansion of resources, and the is the expansion of the Advisory Board to include wider University interest in controlling costs and representatives of international business, and greater balancing budgets in a difficult external funding representation of larger firms. To this end, it is planned to environment. This has involved complex negotiations expand the Advisory Board in late 2010. The global with the Faculty Pro-Vice Chancellor, and transparent reputation of the School in Accounting, and Work workload models for teaching staff, a process that has Psychology/HRM/OB (see Chapter 5) represents a good combined to allow for more teaching and support staff in foundation from which to build linkages with the clear areas of need. international business community. 1.5 Autonomy Ethical governance The School has clear operational autonomy regarding All research conducted by academic staff, contract budgeting within parameters agreed with the Faculty of researchers, postgraduate researchers and Social Sciences, in terms of curricula, and in the ability to undergraduate students at the University of Sheffield is adjust programmes and content in line with changes in conducted in accordance with the University’s policies student demand and staff expertise. It can carry over on research ethics. The School and the University are surpluses, allowing for reinvestment. While new posts are committed to the research principles of rigour, respect approved by the Faculty Resource Team, the School sets and responsibility, as outlined by the UK Government’s the parameters of the new position and identifies the Chief Scientific advisor. These principles are displayed on specific expertise required from applicants. The School the website devised its own mission, vision and strategic priorities. (http://www.shef.ac.uk/ris/gov_ethics_grp/ethics/sy The School has responsibility for initiating new stem.html), programmes, and regularly reviews its existing and a copy is provided in the Base Room. programme provisions. Due to the size and nature of its activities the University The School is committed to continuous improvement in has a significant impact on the local and global teaching, research, internationalisation, corporate links, environment. The University recognises its impact and and in expanding and developing our human resources. has made a corporate commitment to improving its Details on ongoing processes in these areas are provided environmental performance by developing and adopting in subsequent sections of this document. an Environmental Policy. This has been in place since 1997 (revised in 2008) and provides the framework for all our work, whether it be in relation to energy saving, waste and recycling or sustainable transport. The University’s
University of Sheffield Management School I 15 1 Context, Governance and Strategy
1.6. Mission, Vision and Values learning and teaching. This vision is grounded in a strong belief in a culture of higher education built on a positive Mission of the Management School interaction between learning, teaching and research. The mission of the University of Sheffield The School’s Vision Statement is clearly consistent with, Management School is to sustain a research- and supportive of this. The key difference is that as a intensive environment that creates, advances and Management School, we are more directly conscious of, disseminates knowledge with respect to and more closely aligned to, meeting the needs of management inquiry, for the benefit of students, commercial, governmental and non-profit organisations private and public sector organisations and than are other disciplines that are focused on other areas society in general. in a full service University (e.g. archaeology, philosophy, etc.). The University’s Vision Statement reflects this diversity, while leaving the door open for closer The School’s aims and objectives are consistent with the engagement with organisations at departmental and University’s mission: To discover and understand. school level. Central to the School’s identity is research, and research- informed knowledge creation, advancement and dissemination. Vision statement of the Management School The mission statement was initiated in staff meetings, To be a world-class management school recognised then refined by the School Management Team, presented for the delivery of intellectually rigorous, cutting- to the Staff Student Forums for comment, and reviewed edge research, and excellent teaching and learning and reformulated by the Advisory Board. Finally, it was in a stimulating, innovative environment. Through presented to, and approved by, a general faculty and the distinctiveness of our graduates, excellence of support staff meeting (see Figure 3). At annual Away Days, our staff and network of international partners, we the mission and vision statements are re-considered by look to inform the practice of management and to all staff. This process of design and approval will be make a difference to our community, locally and repeated every five years. Given the involvement of internationally. academic staff, students and the Advisory Board, we feel that internationalisation is implicit in our Mission We believe our mission and vision are fully attainable. Statement. However, in the coming Mission Statement The full set of our strategic plans, including Research, review and reformulation, we intend to revisit this, and Learning and Teaching, Knowledge Exchange, adjust the Mission Statement to more closely reflect the Internationalisation, Alumni, Human Resources and School’s distinct identity. Marketing, is available in the Base Room. The Marketing The University’s vision is to be one of the best universities strategy is also found in Chapter 8, Resources and in the world, renowned for the excellence, impact and Administration. distinctiveness both of its research and its research-led
Figure 3: The Process of Mission Statement Design and Approval
16 I University of Sheffield Management School Context, Governance and Strategy 1
Shared values and our vision The School is further committed to the highest ethical standards in teaching, research and community The Management School conforms to the six guiding engagement, and in contributing to students, work principles of the University: organisations and wider society through advancing • Achieving Excellence knowledge. Embodying its values, the School has a proud • Cultivating Ambition record of explicitly progressive research in the areas of sustainable accounting, human resource management • Making a Difference and organisational behaviour. Staff of the School • Working Together pioneered sustainable accounting in the 1980s based on research conducted in the local mining industries • Protecting the Future demonstrating the partial and politicised role that • Leading the Way accounting played in their control and eventual closure. We are committed to the University’s vision of the This tradition has persisted through the work of key Sheffield Graduate, ensuring that all students are scholars in the Accounting and Finance Division and has provided with opportunities to fulfil their potential and permeated throughout the School such that our unique develop the skills, attributes and values that are essential identity is bound up in the commitment of our academics to lifelong learning and global citizenship. to producing graduates with an enquiring, socially-aware approach to management.
The Sheffield Graduate is: Excellence in research • knowledgeable in their subject area Excelling in research is a strongly shared value, as is • a critical, analytical and creative thinker providing research-based teaching. We have extended our • an independent learner and researcher research base in the areas of marketing, strategy, CSR and ethics, and international business and finance, with • a problem solver similarly progressive, relevant and rigorous research. • information literate and IT literate Our strategic objective to improve our research output • a flexible team worker and income has already seen results. Table 2 summarises • an accomplished communicator our progress in terms of the RAE ranking compared to our peer and aspirant group, and our relative research • an efficient planner and time manager income. • competent in applying their knowledge and skills • an active citizen who respects diversity Excellence in teaching • professional and adaptable Excellence in teaching is a strongly held shared value • reflective, self aware and self-motivated throughout the School. We are proud of our strong National Student Survey (NSS) results and the progress This blend of attributes ensures that s/he is highly we have made. As noted earlier, 82% of Management employable, ready for professional practice and a Studies students reported overall satisfaction with their committed lifelong learner. learning experience. Our improvements in some NSS areas, such as assessment feedback, are the result of
Table 2: RAE 2008 Income: UK Competitor analysis
Institution EQUIS RAE RAE RAE No of staff Research Research accredited 2008 2001 2008 in RAE Income/ Income average rating % of 4* capita research (over 7 yrs) Aston Yes 2.70 5 15 89 £90,388 £8,028,235 Leeds Yes 2.85 5 25 70 £72,987 £5,084,258 Loughborough Yes 2.70 4 15 57 £72,272 £4,148,405 Sheffield No 2.70 4 15 43 £66,303 £2,870.920 Bradford Yes 2.50 4 15 41 £38,276 £1,553,996 Nottingham Yes 2.85 5 20 90 £35.491 £1,114,405 Average of 5 competitors 2.72 - - 70 £61,883 £3,985,860
University of Sheffield Management School I 17 1 Context, Governance and Strategy
working with the University in a range of initiatives, further expansion of the staff base within the School, including participation in workshops, organised centrally with effect from January 2011. The SDF will fund in total by LeTS, providing staff training on developments in four senior lecturers, five lecturers and two additional feedback mechanisms particularly for large group support staff. Building on research strengths, the new teaching within the School. academics posts will be in the areas of Accounting and In addition to the NSS results, the results of SEQs are Finance, Marketing, Logistics and Supply Chain reviewed at the end of each semester by the Dean, the Management, Leadership Management and Associate Dean, Learning and Teaching and the Director Entrepreneurship. Postgraduate Taught Programmes, thus monitoring Time frame: assurance of learning by reviewing the feedback of • Six months to complete filling of new posts. students and taking action if standards of teaching are not appropriate. The review is also perceived as a way of • One year to consolidate strong foundation for the identifying excellence in teaching that leads to the next national REF, to have the final complement sharing of best practice within the School. in time for 2012.
Excellence in outreach Responsibility: The School Management Team in liaison with Human Resources, and the Faculty Pro-Vice A strongly-held shared value is the need to effect change Chancellor. in our environment – corporate, public service or community. These values are manifested in the corporate engagement and increasing community engagement Corporate engagement 8 activities of the School. We are signatories to PRME and The School is deepening its engagement with business, have actively engaged CSR and ethics content in our strengthening the mechanisms whereby representatives teaching and research, involving our students in of organised business may impact on curricula, and charitable events, for instance. We have increased our exploring other mechanisms for corporate engagement. engagement with local business via student projects and We are achieving deeper engagement by: an executive education project with public service bodies. Our alumni and Advisory Board are working with us to 1. Operationalising the new HEFCE projects we have expand our activities in outreach. been awarded to develop local organisational capacity in innovation, leadership and enterprise (see Chapter 10). Evidence of continuous improvement 2. Broadening and deepening relations with local We have a clear range of action items aimed at business and professional associations. continuously improving our research, learning and • Time frame: operationalising HEFCE projects, teaching, and community engagement/knowledge relationship building, and extending Advisory transfer activities. At the same time, we recognise that Board Role - 12 months. further action items are required to more fully approach • Responsibility: The Associate Dean for External the ideals of our Mission Statement. Relations and Knowledge Transfer .
Physical space Internationalisation Our current teaching facilities lack a world-class teaching We are developing and expanding our existing space for MBAs and a welcoming social space. The international activities. University is keen to accommodate our rapid expansion in a space appropriate to a world-class management 1. At Masters level we have instituted a semester school. A suitable building is to be refurbished and in studying abroad for students on our MSc 2010/11, MBA students will be taught in state-of-the-art (International Business) degree (time frame: first facilities at The Edge, a prestigious University complex cohort in the 2011/12 academic year) and continue set in lawned grounds. Responsibility: The School to extend our current MBA international Management Team in liaison with Estates, and the activities, offering a greater range of study abroad Faculty Pro-Vice Chancellor. options. 2. We are working with our Study Abroad partners to develop credit-bearing modules that can be Staffing integrated into current programme offerings in The Vice-Chancellor through the University’s Strategic both universities. Development Fund (SDF) has awarded the Management School £300k for 2010/11 and £100k for 2011/12 to allow a
8 UN Principles for Responsible Management Education.
18 I University of Sheffield Management School Context, Governance and Strategy 1
3. We are introducing a new International Business Schools for deeper and wider relationship development. Management degree at undergraduate level, The School is somewhat smaller than its nearest involving a year abroad at second year level (2011). competitors, yet has performed well in the sector as a 4. Our International Officer has increased student whole. We are looking to further improve our position in uptake of study abroad opportunities and we will the band of leading UK business/management schools build on those strategies to continue that growth. through targeted growth. This has led to new 5. We are expanding recruitment and marketing recruitment, a raising of the standards in the appraisal activities to under-represented markets. of colleagues’ research performance, and the increase of mentoring activity. 6. Our executive education offerings will be expanded internationally. Our key domestic competitors include schools in leading universities in geographic proximity: Leeds, Nottingham, Responsibility: Management Team, Director MBA Manchester and Warwick. We are not yet in a position to Programme, Programme Director of the new charge the premium fees of the latter two institutions, undergraduate International Business Management but we are broadly comparable with all four in terms of degree, International Officer, Marketing Manager. governance, ambition, and the composition of the student body. There is a second university in Sheffield, Sheffield Hallam University, however, Hallam’s business school Alumni differs from us in that we have much stronger and We are seeking to deepen our alumni ties, in line with developed research capabilities, more substantial best practice in the sector. Our vision is to develop research income, and deeper and more developed alumni relations to have closer links with a broad cross international research ties. Our strengths contribute to section of alumni, contact being maintained by regular teaching that is very much more informed by research email, the development of the alumni magazine, through and international issues. electronic forums, reunions and skills update activities. Our principal strategic actions over the past five years We are developing ways of involving alumni much more have been as follows: extensively in School affairs via alumni representation on the Advisory Board, fundraising activities, in • Strengthening the School’s human resources both recruitment and careers, and to much more closely through strategic new recruitment and developing monitor alumni progress and needs through regular the research and teaching capabilities of staff , for surveys. example through mentoring. The outcome was a strong performance in the 2008 RAE and in the We have appointed an Associate Dean, Alumni, to extend annual National Student Survey. the work done by the central Alumni office. A School survey has been designed for graduating alumni in • Expanding our suite of postgraduate programmes 2009/10; we have organised reunions in key markets – UK to include a pre-experience general MSc in and India – and will hold another reunion in Management, and a number of specialised MScs China/Taiwan in 2010/11. Our alumni are engaged in (in HRM, International Management, Information outreach work and are represented on the Advisory Systems Management, and Marketing) and named Board. We have a new alumni magazine and are pathways in the Management MSc: Creative and developing a communication strategy for current Cultural Industries, International Business, and students to encourage them to be engaged alumni. Health Services Management. We have been able Through the magazine, web forums, and other forms of to do this through co-operation with four other contact, there is little doubt that our alumni are already departments in the University (School of East aware of the new School strategy regarding alumni Asian Studies, School of Modern Languages, (available in the Base Room). Responsibility: Associate School of Information Studies, and the School of Dean Alumni, School Management Team, University Health and Related Research). Alumni Office, School Marketing Manager. • Pursuing accreditations as objective proof of the quality of our work. We have initially concentrated our efforts on programme-specific accreditations 1.7 Current Strategic Positioning (e.g. AMBA and the CIPD), and are now seeking We are a successful Management School within a top EQUIS accreditation as confirmation of standards British university. Our distinguishing features are: a in all areas. commitment to producing graduates who take an • Internationalisation. Expanding student exchange enquiring, holistic view of management; research and study abroad opportunities and developing expertise in the areas of human resource management, strategic partnerships with peer institutions organisation and work psychology, and in the discipline abroad. Co-operating in delivery of Masters of accounting; and increasing excellence in strategy and programmes with the School of East Asian Studies international business. We have a good network of and the School of Modern Languages. international exchange and research partners and seek to grow that network by targeting EQUIS-accredited
University of Sheffield Management School I 19 SWOT Analysis our mission. transfer and internationalisation, they all are aligned to have distinct strategies for research, teaching, knowledge of tenured staff time isdevoted toresearch; and while we not confined tothe local or national arena. Forty percent research ties, ensure that the relevance of what we do is be of international quality, and strong international agendas toevolving needs. that Research isconfirmed to graduates and inadjusting teaching future and research contribution tobusiness both through supplying talented in business and management studies, and ameaningful We canmake ameaningful contribution tocore debates curriculum that embodies aninternational perspective. knowledge and advanced skills, benefitting from a Students canbeconfident of gaining accesstothe latest 0I 20 EXTERNAL ORIGIN INTERNAL ORIGIN 1 University ofSheffield Management School Context, Governance and Strategy OPPORTUNITIES • • • • • • • • • • • • STRENGTHS School ‘Flight toquality’ inarecession willbenefit the this purpose) allocated funding via HEFCE tothe School for curricula and new short course provisions (e.g. Deepening corporate linksfor more relevant programmes (e.g.inmarketing) Ability todevelop new research-led postgraduate exchange relationships new research opportunities arisingout of student demand domestically and abroad, and Greater internationalisation which may increase the international profile of the School Further accreditations inorder tobenchmark legitimate mission Strategic decisions informed by clear and First class information and library resources Excellent campus environment Established quality programmes Robust student demand University of Sheffield brand/reputation excellenceResearch the Advisory and viainformal Board mechanisms. dialogue with local and national business both through but ismonitored through ongoing and open-ended efficacy of corporate linksisamore open-ended process, internationalisation (seeChapter index 9).Measuring the of internationalisation against the ISI journal rankings). We benchmark our terms of indices of journal quality (the and ISI ABS We benchmark our research against the RAE/REFand in benchmarking fees and numbers against our competitors. We monitor our success instudent recruitment by • • • • THREATS • • • • WEAKNESSES competitors perceived asless good than some leading Teaching facilities for postgraduate students and the Far East New competitors emerging incontinental Europe students in sufficient numbers more difficult for ustoattract high-quality improving their facilities, which willmake it research profile, moving up league tables, and competitors; this includes improving their Continuous improvement initiatives by existing demand for MBA places Prolonged recession may result inareduction in staff Vulnerability todeparture of key members of research and administrative support ofLack critical mass insome areas of teaching, internationalised insome respects The School iscurrently insufficiently resources tomeet its ambitions model may not provide the School with sufficient Operation of University resource allocation Context, Governance and Strategy 1
1.8 Strategic Direction and Objectives enhanced through accreditation (most notably AMBA accreditation of our MBA, and CIPD of our MSc HRM). We Our core mission and vision centre on the production believe that prestigious School-wide accreditation will and dissemination of world class knowledge. Our facilitate further growth in the quantity and quality of strategic direction expands the volume and depth of our student applications; in the quantity and quality of job proven strengths. applicants; and increases in fees. These planned improvements will be funded through the increased revenue flows arising from the expansion of our Masters programmes. Postgraduate growth has been
Summary of our short and medium term objectives
Item Planned Progress 12 months Long trem objectives
Physical space Auditable plans for new premises; availability of high- New Management School premises quality facilities for EMBA and other postgraduate (PG) programmes
Academic Staffing Further posts in key growth areas Retention of core staff, expansion in line with growth of post-graduate programmes
Support Staffing Support officer for careers and internationalisation Fully fledged careers, projects, marketing and international offices in the School
Corporate Operationalisation of projects for local management Development of executive education. Engagement development. Closer links with key large corporate Expansion of role of Advisory Board. Development of partners and international partner links with international partners for student project development. work. Development of links with local business for student project and work experience.
Internationalisation Expanded MBA study trip abroad Deepening relationships with key EMBA/MSc overseas study sessions international partners, based around Undergraduate Summer Schools extended mobility of staff and of New International Business Management students, as well as curricular input. undergraduate degree
University of Sheffield Management School I 21 1 Context, Governance and Strategy
1.9 Strategic Planning Our long term strategic objectives centre on further progress in terms of research, corporate links, The strategic plans are initially drawn up by the internationalisation and in enhancing the student Dean/relevant Associate Dean and presented to the learning experience. Continuous improvement is ensured Strategy Board. Stakeholder input is assured via staff through regular review of staff research progress, meetings and the Advisory Board. This process results in evaluations of excellence in teaching and external reformulation and updating. examiner reports, feedback at Advisory Board level, and The School Strategic Plans may be found in the Base through ongoing dialogue with our strategic Room. These are available to all staff and students via the international partners (see chapter 9). intranet. The School Management Team – assisted by the Advisory The plans for future development will take us from a Board – constantly monitor opportunities as and when medium to a larger sized school, with an even stronger they arise. For example, research links with continental international role. The progress of the School over the and Australian universities opened up opportunities to past five years in terms of size of faculty, programmes, enhance our international links (see chapter 9). research performance, accreditation and corporate and international linkages gives us grounds for optimism in this regard. 1.10 Quality Assurance A number of core changes are taking place to attain our Mechanisms for internal quality assurance strategic objectives. Firstly, a new International Business Management degree stream with a compulsory year Content specialists create the learning goals, learning abroad will ensure that an increased number of home experiences, media, instructional materials, and learning undergraduates have a genuinely international learning assessments for each course, module or session. All experience through reallocating incoming students under members of faculty are subject to the University’s quality our HEFCE quota to this programme. Secondly, the assurance codes of practice which conform to the QAA’s School will move to a new building with high-quality guidelines. This includes formal procedures – public space and lecture rooms in-house. Thirdly, the encompassing peer review – for the introduction of new School will expand its staffing to strengthen research, modules. and to promote internationalisation and corporate links. External (for example, the statutory Quality Audit Agency Finally, internationalisation is an ongoing and and external examiner’s reports) and internal audits (e.g. continuous process. This involves the ongoing search for the Annual Review of Learning and Teaching) have new quality partners and continued innovation in a range confirmed the quality of teaching within the School. of international activities. Copies of results of recent module Student Evaluation
Figure 4: Operationalising Strategy
22 I University of Sheffield Management School Context, Governance and Strategy 1
Questionnaires are available for inspection. This Process, indicators and methods for highlights the positive nature of teaching from a student monitoring performance, and key indicators perspective. • Teaching: Student Evaluation Questionnaires, The quality of teaching is monitored through the Student Staff Forum feedback, peer observations following mechanisms: of teaching, National Student Survey Results, • Student surveys. Student Evaluation Quality Audit Authority reports, External Questionnaires (SEQs) of all modules are Examiners reports. conducted at the end of each semester. The • Research: Annual research review meetings, findings are communicated to the teaching team. RAE/REF. Recent student surveys have highlighted high degrees of satisfaction with relevant modules. • Corporate links: Feedback at Advisory Board. Summaries of SEQs can be found in every module • Internationalisation: IMI Index of box. Internationalisation (see Chapter 9). • Student Staff Forum meetings. Regular meetings take place between the teaching team members and student representatives. Reports of the Quality assurance processes – Students meetings are made and presented to the relevant Students are involved in quality assurance processes via Programme Committee, and issues for action Student Staff Forums at programme level, Student followed up. Evaluation Questionnaires, and representation on • The annual National Student Survey (NSS) relevant School committees, such as the Doctoral provides comparative evidence on student Committee. They are also represented on the Learning learning experiences. and Teaching Committee within the School and as representatives on the Faculty of Social Science Staff • The Programme Management Team may directly Student Committee. deal with student concerns. More serious issues are referred to the Course Committee or, where necessary, the School Management Team. Issues Quality assurance processes - Other key are then addressed, students receiving a report back email or the answer reported at the next external and internal stakeholders Staff-Student Forum (SSF) meeting. The Advisory Board reviews School overall progress and • Reviews of results. The Programme Examination proposed new initiatives. Board scrutinises results of individual modules. The School Learning and Teaching and Research Committees The teaching team analyses discrepancies in monitor a wide range of issues relating to quality. results and causal issues are discussed. These Alumni feedback is provided through alumni surveys issues are then taken into account by the relevant teaching team in planning for assessment, and Career progress provides independent verification of the general module structuring and presentation, for relevance and quality of the education provision. Ongoing subsequent student cohorts. dialogue with strategic international partner institutions facilitates in the benchmarking of standards and • External examiners, who provide quality ensuring that the quality of provision is compatible with assurance for assessment criteria, marking, and that of leading universities worldwide, and, indeed, standards. suitably international. The quality of research is assured through Annual The international standards of research are ensured Research Reviews, which appraise the progress of through the RAE/REF, which grades the quality of individual researchers in terms of objective indicators of research, providing independent verification that research quality (e.g. the ABS journal list, ISI rankings). standards are indeed international. The systems in place are in line with best practice in the UK sector. 1.11 Internationalisation Periodic reviews The School has a clear internationalisation strategy. The The School devises an annual Academic Plan, which School’s mission is implicitly international: knowledge reviews progress and objectives for the coming year can only be genuinely advanced and disseminated across the School in terms of taught programmes. through building on the latest knowledge worldwide. Research progress is reviewed at the Faculty level, Senior scholars from Australia, South Africa and Canada benchmarking against other departments in the are represented on the School Advisory Board, in order University. to promote a global perspective. Ongoing contact with our international strategic partners has led to changes in taught provision: for example, at MBA level, the course
University of Sheffield Management School I 23 1 Context, Governance and Strategy
now includes study trips abroad (e.g. to the WU-Wien 1.12 Corporate Connections Summer School). An international culture is promoted through international standard research, joint work with The School has a knowledge transfer strategy which leading scholars worldwide, a multicultural faculty and encompasses corporate links and we have a nascent student body, and through exchange activities at a range executive education offering which provides a strong base of levels. Twenty-nine percent of our faculty hold non-UK for future growth. More information is provided in passports. Between the 56 academics, they speak 21 Chapter 10, and the Knowledge Exchange strategy is different languages fluently, and have worked in 20 provided in the Base Room. The School Advisory Board different countries prior to coming to Sheffield. One provides a formal channel for business to impact on the hundred and sixty one research collaborations and 18 direction of the School. The School has developed the Visiting Professorships occur across 182 academic Advisory Board to reflect more closely its strategic institutions in 53 different countries. Over the last five directions: 16% of the Board hold non-UK passports and years, 47 of the 56 academics have presented at 233 we have recently appointed an alumnus. The School’s conferences in 51 different countries, not including UK mission explicitly calls for the creation of knowledge and conference attendance. Participation in these its dissemination for the benefit of the wider conferences has ranged from presenting to chairing and (stakeholder) community and the Advisory Board assists organising. As a School, we work with departments in the in the identification of key priorities. The membership of University which are by their nature international – the the Advisory Board is outlined below. However, corporate School of East Asian Studies and the School of Modern linkages are not simply at the broad policy level. The Languages – to deliver our International Management School has ongoing ties with firms through applied and International Business Masters programmes. research projects, and through open-ended modules such as Experiencing Enterprise and New Venture Planning The School has been able to bring significant resources that provide students an opportunity to interact with to bear to promote its strategy. This includes the ability local companies, and assist in solving problems and to part fund the travel costs of MBA, EMBA and MSc providing policy options in areas identified by the latter. study trips abroad (through existing fees), to provide Hence, business not only impacts on broad strategy, but funded places for students from strategic international directly on the student learning experience. partners into our programmes, through increasing research income secured to fund international and comparative research, and through the ability to reallocate part of our HEFCE quota to provide places for home students in our new International Business Management degree (see chapters 2 and 9). The School’s internationalisation strategy may be found in the Base Room and further detail is provided in chapter 9.
24 I University of Sheffield Management School Context, Governance and Strategy 1
School Advisory Board
Name Position Organisation Nationality Year of Appt.
Ms Pat Bairsto HR Consultant Private contractor UK 2009 Mr Nigel Barr Managing Director Knowles Management UK 2006 Mr Peter Beeby Executive Chair School Trends UK 2006 Mr Jon Clark Managing Director Jon Clark Consulting UK 2006 Limited Mrs Jenny Cotton Consultant Mortons Marketing UK 2006 Ms Andrea Davis President Fellowes Europe UK 2006 Ms Julia Delaney Senior Manager PriceWaterhouse UK 2006 Coopers LLP Professor Terry Desombre Head of School of Management University of Surrey UK 2006 Professor Anthony Chair Fretwell Downing UK 2006 Fretwell-Downing Group Ms Julia Gash Director Bag It Don’t Bin It Ltd. UK 2006 Mr Robert Jelly Director of Education CIMA UK 2006 Mr Peter Lee Chair Beechcroft LLP UK 2006 Ms Suzanne Liversidge Law Partner Kennedys UK 2006 Mr Keith Morgan Regional Committee Member IIA UK 2006 Ms Laura Moynahan Chief Executive Netherthorpe and UK 2006 Upperthorpe Community Alliance Mr John Phillips Chairman SEAMS UK 2006 Professor Ian Shellard Director of Global Physical Logistics Rolls Royce plc UK 2007 Mr Bill Speirs Chairman ProTurn Limited UK 2006 Peter Ralph Senior Analyst nPower UK 2010 Professor Anil Verma Professor of Industrial Relations University of Toronto Canada 2008 and Human Resource Management Mr Nigel Ward Director British Stainless Steel UK 2006 Association Ms. Beverley Webster Managing Director Prosperis Ltd. UK 2006 Professor Eddie Webster Director, Society Work and University of South Africa 2008 Development Institute Witwatersrand Professor Adrian Wilkinson Professor of Employment Relations Griffith University Australia 2006 Professor Keith Glaister Dean Management School UK 2006 Professor John Cullen Management Team Management School UK 2007 Professor Geoff Wood Management Team Management School South Africa 2006 Professor Colin Williams Management Team Management School UK 2008 Professor Lenny Koh Management Team Management School Malaysia 2010 Mrs Linda Lewis Management Team Management School UK 2010 Mr Chris Cox General Manager Management School UK 2008
University of Sheffield Management School I 25 1 Context, Governance and Strategy
History of the School: Key Dates and Events
Year Event
1959 Faculty of Economics and Social Studies established 1962 Department of Business Studies established. Included in the provision are undergraduate degrees and higher degrees by research 1970s Taught masters programmes (including MBA) introduced 1980s Sustainable accountancy research developed 1998 AMBA accreditation lost 2004 CIM accreditation gained on BA and MBA programmes 2005 Current Dean appointed 2006 New pre-experience Masters programmes in general management and specialised functional areas introduced. CIM accreditation extended to the new programmes 2006 Advisory Board established 2006 Position of Associate Dean, External Relations and Knowledge Transfer established 2006/7 New staffing appointments greatly increase the capacity and expertise of the School 2007 AMBA accreditation regained 2008 Introduction of Faculties to the University 2008 Strong School performance in the Research Assessment Exercise 2008 AMBA accreditation gained ab initio for the MSc Management 2008 CMI accreditation gained 2009 Position of Associate Dean, Alumni established 2009 CIPD accreditation gained 2009 International study opportunities introduced at PG level 2009 Institute of Work Psychology (IWP) joins Management School 2010 Record levels of research income
26 I University of Sheffield Management School Programmes 2
2. Programmes
Programmes should be well designed with clear learning outcomes and an appropriate balance between knowledge acquisition and skills acquisition. Delivery methods should be diverse and reflect up-to-date educational practice. The curriculum should emphasise student learning and allow for practical work. There should be rigorous assessment processes for monitoring the quality of students’ work. Programmes should be regularly evaluated through feedback from students and other stakeholders. Programmes should be adequately staffed, managed and administered.
Strengths number of students take up these opportunities, and the operationalisation of the new undergraduate The School has an established portfolio of degree in International Business Management(with programmes of proven quality (in terms of student a compulsory year abroad) to ensure that a greater surveys, independent quality reviews and proportion of undergraduates study abroad. stakeholder feedback), with rigorous entry requirements. The School actively promotes We will also focus on the development of links with innovation in teaching, with high quality online international firms, and the expansion of our suite of learning facilities. Taught programmes promote postgraduate programmes in line with student critical approaches, incorporate a wide range of demand and new staff appointments. applied exercises and extensive use of international We see the postgraduate provision as the major site examples. Stakeholder feedback has contributed to of growth in the School. We believe that course redesign, and there are opportunities for internationalisation of learning depends on student students to interact with companies at both and faculty diversity, international focus in learning undergraduate and postgraduate levels. materials, specific internationally-orientated Internationalisation is promoted through diversity programmes, and learning opportunities abroad. We within the student body, through overseas learning are committed to continuous improvement in these opportunities, and via the curriculum. In line with key areas. demand and new staffing appointments, we are expanding our suite of postgraduate programmes. 2.1 Coherence of the School’s portfolio of Challenges programmes We face a number of challenges. First, we do not The University of Sheffield is a signatory to the Bologna believe that a high enough proportion of our Agreement. Management School Bachelors degrees are undergraduates spend a period of study abroad. three-year degrees followed by a Masters degree of one Second, our international learning opportunities for year’s duration. Doctoral degrees are one year plus three our MBAs need further expansion, and such years, the third of these being for thesis writing. opportunities need to be introduced into our MSc The core criteria for assessing the coherence of the provision. Third, while there is considerable input portfolio are: stakeholder demand and relevance (student from and interaction with local and national firms, enrolments, favourable feedback at Advisory Board level, we need to develop ties with major international and informal discussions with employers); the match firms, both for curriculum development and with research capabilities; and the imperatives of the interaction with applied modules. Fourth, while we School’s internationalisation strategic benchmarks. receive many more applications than we have places, Our programme offerings cover two main undergraduate in the 2009-2010 academic year we were not as streams – Accounting and Financial Management and successful in converting offers into enrolments as Business Management. In addition, dual degrees are projected. In part, this appeared to be the result of available in languages, mathematics, economics and visa difficulties experienced by overseas students. information studies. At Masters level, we offer the MBA Finally, we need to continue encouraging incoming and a suite of MSc’s in a number of specialised subject exchange students to ensure adequate diversity at areas – HRM, International Management, Information undergraduate level. Systems Management, and Marketing – as well as a general Management MSc and several named MSc Priorities pathways – Creative and Cultural Industries, International Business, and Health Services Our priorities centre on increasing the international Management. learning opportunities with the incorporation of study trips abroad into the fees model for postgraduate programmes to ensure a greater
University of Sheffield Management School I 27 2 Programmes
Programme Offerings
Undergraduate Bachelors Degrees in Management Business Management (Single Honours) Business Management and Modern Languages (Dual Honours) Business Management and Information Management or Economics or Maths (Dual Honours) Bachelors Degrees in Accounting & Financial Management (AFM) Accounting & Financial Management (AFM) (Single Honours). AFM with Information Management or Economics or Maths (Dual Honours) Bachelors Degree in AFM and Business Management Business Management and Accounting and Financial Management (Dual Honours) Masters MSc Degrees Management (including named pathways) Human Resource Management Information Systems Management International Management Management Research International Management & Marketing Marketing & Management Occupational Psychology Work Psychology MBA Degrees MBA Executive MBA Doctoral MRes /PhD
While the School has for many years had successful MBA differences in programmes both in terms of the specific and PhD programmes, the orientation up until five years modules a student has to complete and in terms of the ago was primarily undergraduate. We recognised that this mode of study (e.g. the compulsory year abroad for was not appropriate to a research-intensive School in a students studying dual honours degrees with languages). leading institution, and expanded our Masters degree We do not intend to greatly expand the size of our portfolio, building on new and established areas of undergraduate student cohort for reasons outlined in research expertise and leveraging our own strengths by Chapter 1. It is intended that the future growth of the co-operation with other departments in the University: School will take place at postgraduate level. This will the School of Information Studies, the School of Health involve expanding the provision of programmes in line and Related Research, the School of East Asian Studies, with the School’s expanding human and physical and the School of Modern Languages. Modules are cross- capabilities. listed across the joint honours degrees in Business The imbalance between postgraduate and undergraduate Management and Accounting, and the dual honours has now been redressed: 20% of the School’s students are degrees (e.g. with modern languages). In other words, now postgraduates. New postgraduate programmes many modules are shared across programmes, with planned for introduction in September 2011 include differences being in terms of the specific configuration of Accounting and Finance, Marketing, Logistics and Supply core modules and the range of options available. This Chain Management and Leadership Management. This allows for economies of scale and for a greater range of expansion of our Masters programmes is built on our programmes to be offered than would otherwise be the growing research expertise in those areas (including new case. This does not mean that there are important staff appointments). The School has traditionally not
28 I University of Sheffield Management School Programmes 2
offered executive education although it does offer a part- number of students we allow in an MBA class is 75 before time Executive MBA, reflecting the composition of the offering repeat sessions. local economy (mostly small firms who lack the resources In line with our strategic imperatives, we have made our to heavily invest in executive education). However, the portfolio of programmes progressively more new Innovation Leaders programme funded by HEFCE, international. On the postgraduate side, the MSc and the newly developed Business Catalyst Programme Management (International Business) programme was which brings together consultants, academics and local introduced in 2007, the MSc International Management business to promote growth, now provide an exciting programme in 2007. They are flourishing, and a new opportunity to serve local business better and develop a programme in International Management and Marketing presence in executive education (see Chapter 10). is being introduced in 2010/11. More recently we have In our non-MBA Masters programmes we have managed committed to advancing internationalisation at to realise certain economies of scale through the cross- undergraduate level through sending a greater number of listing of modules, although each MSc is distinguished by our students to study abroad. This is being achieved some differences in the core curricula and in the range of through a new undergraduate International Business options available. Further expansion may take place at Management degree incorporating a compulsory year Masters level with additional appointments, although we abroad. Table 3 summarises student enrolments, and recognise that this may, in the case of some popular shows the introduction of new programmes over the past modules, necessitate repeat lectures. The maximum three years.
Table 3: The introduction of new programmes over the past three years Postgraduate Taught 2007-08 2008-09 2009-10 MBA/Business Admin 71 86 66 MBA/Executive MBA (PT) 16 22 MSc/Management 72 52 49 MSc/Management (International Business) 12 39 37 MSc/Management (Enterprise and Local Economic Development) 4 8 3 MSc/Management (Sustainability) 2 1 Disc MSc/Management (Sport and Leisure) New 15 18 MSc/Management (Arts, Heritage and Culture) New 7 8 MSc/Finance 11 19 Econ MSc/International Management 10 32 27 MSc/Sport and Recreation Management 14 Disc MSc/Information Systems Management 9 25 MSc/Human Resources Management 28 34 38 MA/Arts and Heritage 13 Disc MA/Leisure Management 9 Disc Total enrolments 255 309 293 Disc – Discontinued: Econ – transferred to Economics: New – New programme introduced Undergraduate 2007-08 2008-09 2009-10 BA/Business Management 156 154 155 BA/Accounting and Financial Management 118 134 160 BA/AFM and Business Management 52 60 54 BA/ Business Management and Mathematics 18 9 17 BA/Business Management and Economics 53 60 41 BA/Business Management and Information Management 9 9 10 BA/Business Management and Languages 34 21 25 BA/Accounting & Financial Management and Maths 21 32 30 BA/Accounting & Financial Management and Economics 45 46 42 BA/AFM and Information Management 34 33 30 Total enrolments 540 558 564 Research Programmes – MPhil leading to PhD 2007-08 2008-09 2009-10 MPhil/PhD 8811
University of Sheffield Management School I 29 2 Programmes
2.2 Quality of the Programme or ethnic grouping is not conducive to cross-cultural Management Systems awareness or a global perspective. At the same time, we believe that robust demand from home students (who are The School Management Team (SMT), the Strategy Board likely to possess the most accurate information on the (the SMT and Division Heads) and the Advisory Board quality of the School) is an indicator of quality. review existing programme provisions, human resource capacities, and future needs with the Director Postgraduate Taught Programmes, in the light of changes 2.3 Programme design in demand and overall strategic imperatives. Any External (Advisory Board) and internal (staff) amendments and proposed new programmes are then stakeholder input, and intelligence gathering by the SMT referred to the School Learning and Teaching Committee help ensure that programmes are relevant to the market (providing a venue for input by faculty subject experts) and participants. The process of programme design is and the Advisory Board. Final changes are then summarised below. submitted to the Faculty of Social Science Learning and Teaching Committee; new degrees have then to be The key changes in programmes include: approved by Senate. In short, stakeholder feedback and • 2006: the new general MSc in Management overall strategies drive the process of new programme launched. design. • 2007-2008: Specialised Masters degrees introduced The SMT, Advisory Board, Strategy Board, and the School in Finance, International Management, Learning and Teaching Committee decide on the Information Systems Management and HRM. The strategic positioning of programmes. Chartered Institute of Personnel Development Each programme is headed by a Programme Director, an (CIPD) accredits the latter degree experienced academic with proven relevant research, • 2007-10: Named pathway variants of the MSc in teaching and/or practitioner expertise. Programme Management launched in Health Services Directors are appointed by the SMT in consultation with Management, International Business, and the Heads of Division. They serve for three years under Creative and Cultural Industries. General MSc in the School Learning and Teaching Committee, chaired by Management is accredited by AMBA. the Associate Dean for Learning and Teaching, to whom they are accountable. • 2009: Executive (Part-time) MBA introduced, MBA accreditation by AMBA is extended to cover this. The School recruits worldwide. We believe that a learning environment dominated by members of a single national • 2010: New undergraduate degree programme in International Business Management approved.
Figure 5: The Process of Programme Design and Approval
30 I University of Sheffield Management School Programmes 2
• 2010: New MScs in Marketing and Management, While it may seem that we have a relatively large suite of and International Management and Marketing, MSc programmes, it is worth noting that core modules launched. All our Masters programmes are (e.g. Strategy, Research Methods, Managing People in accredited by the CMI. Organisations) are shared across the programmes, while a number of other modules (some of them core for specific programmes) are provided by co-operating departments. Changes in the design of existing programmes include the The result is that while some programmes may following: sometimes have apparently unviable numbers, we enjoy • Bachelors degrees: Streaming (separation) of strong economies of scale at the module level. Indeed six Business Management students from those of of the MSc modules have over 100 students. We deal with Accounting and Financial Management at level large numbers by team teaching, small group break-out one to better delineate progression and specialist work and seminars. From 2010 we will, where pathways at subsequent levels. appropriate, split the whole class in two. • 2009: MBA. Stronger focus on consulting and In line with the overall mission and strategy of the applied skills. School, a commitment has been made to expand the postgraduate provision. Faculty in subject groups • 2009: MBA. Study trip abroad introduced as part (Divisions) make an academic and business case to the of the MBA programme. School Learning and Teaching Committee to launch a • 2009: MSc HRM. Contact hours extended through new programme (staff are incentivised through the applied skills sessions to meet changing needs of possibility of new academic posts in their Division). This the HR profession. is then reviewed by the SMT, after which it is taken to the Faculty of Social Science Learning and Teaching Committee. This is an iterative process with feedback and Marketing modules on the undergraduate Business adjustment. Once this is approved, it goes to Senate for Management and Masters programmes have been final approval prior to operationalisation. approved and accredited by the Chartered Institute of Marketing (CIM) to provide direct entry onto the CIM’s Programme content, delivery methods and material are Professional Diploma in Marketing. kept up-to-date, relevant and of high quality through the process illustrated in Figure 6:
Figure 6: Ensuring Relevance in Content, Delivery and Materials
University of Sheffield Management School I 31 2 Programmes
This process is a continuous one, with the entire cycle needs of an international student body. However, a local completed within one academic year. economy dominated by SMEs will be very familiar to The appropriateness of objectives and learning outcomes many students from emerging markets. Also, exposure to are determined by: experiences of larger firms facing challenges in dealing with extremely adverse experiences is highly instructive, • the University’s description of the Sheffield as is evidence of the role of regional authorities in Graduate (outlined in Section 1.6) promoting regeneration. • the School’s strategic objectives • relevance to the market and participants 2.4 Higher education skills • QAA benchmarking statements for Management Levels of learning are benchmarked against UK QAA students. (These are provided in the Base Room). descriptors for Bachelors and Masters level learning. Our taught programmes are modular. Integration is These descriptors will be made available in the Base ensured through programme learning outcomes, which Room. Our degrees accord with the standards set out in link through to module learning outcomes, content and the EQUAL guidelines. assessment. Integration is further ensured through core The quality of work is ensured through recourse to the compulsory modules, and, at postgraduate level, the QAA descriptors, through blind double marking, and dissertation, which provides an opportunity for students confirmed by the External Examiners in writing. to apply the skills they have learned in individual modules in dealing with real-world organisational problems. Students are exposed to a range of disciplinary 2.5 Acquisition of managerial skills perspectives in each of our degree programmes. We believe world-class research is a prerequisite for Table 4 summarises the key core general managerial skills leading-edge taught programmes. Annual research review required from our graduates, and the means of meetings monitor and ensure research progress of assessment. individual faculty members. We benchmark our provision The learning outcomes in Table 3 give an appropriate against our national competitors, and monitor balance between intellectual development and the international trends, inter alia, through ongoing dialogue development of managerial skills in the delivery and with our international strategic partners. assessment of coursework. Innovation and creativity in programme design is The Enterprise and Consultancy modules, and the ensured by the requirement that academic staff be Masters projects and dissertations, provide an intensively research active, and through ongoing dialogue opportunity to apply these targeted managerial skills. with business, international partners and students. Our Both our MBAs and MSc’s include compulsory individual programmes incorporate innovative features building on projects. At undergraduate level, extended assignments the strengths of the School. For example, our MBA offers across a wide range of second and third year modules students opportunities to work with companies in provide opportunities to combine knowledge from solving real-world organisational problems (through the preceding modules, integrate it and apply it to real-world Experiencing Enterprise and New Venture Planning examples. For example, at undergraduate level, MGT228 modules), and high quality international learning Operations and Supply Chain Management requires experiences (in collaboration with WU-Wien, Linköping, students to work on real problems facing Rolls Royce; etc.). MGT328 Business Strategy is based on case study The aims and learning outcomes for our programmes will scenarios of real companies; MGT329 Case Studies in be provided in the Base Room. Accounting and Financial Management requires students to deal with real-world scenarios such as generating and The MBA differs from the MSc in that the former is a post- locating financial resources to the transport network in experience degree; delegates have to have at least three Sheffield, or outlining the strategy that should be adopted years relevant managerial experience. All MBA modules by Toyota to deal with capital market expectations; and are separate and distinct from MSc modules. MBA MGT354 Advances in Management Accounting has modules incorporate reflective activities with delegates students investigating the application of strategic being expected to bring their new skills and knowledge management accounting techniques to real world to bear in better understanding previously experienced companies. The significant feature of all these modules, organizational dilemmas and challenges. Group work and others like them, is that the theories and practices of encourages the cross-fertilisation of ideas in such the different modules are examined and considered in activities. A further difference is that, throughout the terms of real-world organisations in both the public and MBA programme, there is a stronger emphasis on applied private sectors. This philosophy also works well in skills. We appreciate that in the past, these differences identifying and inviting speakers to deliver guest lectures were not nearly so pronounced, and hence we redesigned to the students. At postgraduate level opportunities to the MBA. integrate knowledge with real-world examples is even It may seem that there is something of a contradiction more apparent in projects. between close ties to local businesses and SMEs and the
32 I University of Sheffield Management School Programmes 2
Table 4: Core Managerial Skills and Attributes, Delivery and Assessment
Undergraduate programmes Masters programmes MBA
Leadership Exercises in a number of core and elective Applied exercises in induction programme Applied exercises in induction programme modules. At L1, in MGT120, Behaviour at (formative feedback); Organisation module (formative feedback); Organisation module Work (formative feedback); L2 in MGT229 (written assignment) (written assignment) (Enterprise and Entrepreneurship (formative feedback); L3 in MGT380 New Venture Creation (formative and summative feedback).
Teamwork Group work exercises; peer reviews. These Group work exercises; peer reviews Group work exercises; peer reviews take place in a number of modules. For (formative and summative assessments) (formative and summative assessments) example, MGT112/113, MGT118, MGT121/ 122, MGT214, MGT218, MGT328, MGT382.
Written Throughout the programmes these are an Induction (All written assignments). Induction (Writing exercise in induction; communication inherent part of all modules requiring written assignments) skills students to write reports and/or essays which are assessed both formatively and/or summatively.
Analytical Statistics and Quantitative methods Research methods module (coursework); Research methods module (coursework); and modules (MGT112/113, MGT121/122, MGT223; accounting and finance modules accounting and finance modules quantitative accounting and finance modules) (coursework and exams) (coursework and exams) skills (coursework and exams)
Project Project Management (coursework and Operations Management (coursework or Operations Management (coursework or Management exams) and Operations Management (core exams); skills sessions (formative feedback) exam) at L1 and elective at L2)
Inter- Induction week (Dean’s Dilemma Exercise); Induction week exercises(formative Induction week exercises (formative personal group work with presentations and assessments); assessed presentations; assessments); presentations; group projects skills assignments, (formative and summative group projects assessment)
Consulting MGT366 Management Consulting Enterprise Development (coursework); Consultancy; New Venture Planning; skills (coursework), New Venture Creation Dissertation Experiencing Enterprise (coursework); (coursework) Project
Research Many modules require the application of Research methods module (coursework); Research methods module (coursework); skills research skills as part of formative and Dissertation Project summative assessment that is based on coursework: MGT121/122, MGT118, MGT131, MGT214, MGT219, MGT229, MGT328, MGT380
Critical This is developed progressively throughout evaluation the programme and is an essential element of assessment at Ls 2 &3
Faculty members closely interact with each other both exercises at both undergraduate and postgraduate level. within and across subject groups, which serves to In the MBA and the MSc programmes, there is the promote an interdisciplinary perspective. This is opportunity to do part of the dissertation project on a reflected in the high instances of joint research and group basis. publications between faculty members within and between subject groups. The School places a strong emphasis on the provision of 2.6 Programme delivery group working situations, to allow students the Although the primary mode of delivery at all levels (apart opportunity of learning from each other. This includes from the PhD programme) is lectures, the School makes group presentations, simulations, and team building use of a wide range of mechanisms for delivery including
University of Sheffield Management School I 33 2 Programmes
formal lectures, case studies, group problem solving learning outcomes, approved by the School Learning and efforts, business games, guided online learning activities Teaching Committee. Required learning outcomes and via MOLE (My Online Learning Environment) and, at the specific coursework/exam requirements are undergraduate level, tutorials. communicated to students via the module handbook, Developed with different learning and teaching styles in which also provides a summary of the syllabus, key mind, MOLE has over twenty-five tools, ranging from chat readings, and other guidance. rooms to grading forms, discussion forums to surveys. All The School actively encourages innovation in of these can be used to engage students in the process instructional processes. For example, the Executive MBA that enhances their learning experience. The provides guided and ongoing learning activities that take Management School was a pilot for the development of place outside a formal classroom setting, making use of this platform. Further details are available through MOLE and following the principles of open learning. module handbooks, available in the Base Room, and the The principal limitation to the range and scope of MOLE website: delivery has been in terms of physical teaching space. http://www.shef.ac.uk/lets/techno/mole.html. Details on how this problem is being resolved may be We keep abreast of delivery practices in other countries found in Chapter 8. through our research collaborations, through benchmarking against successful programmes worldwide (both face-to-face and online learning), through Erasmus 2.7 Student Assessment teaching exchange visits, and at the doctoral level, Multiple forms of assessment are employed. While there through conducting PhD examinations abroad. is an emphasis on examinations in many modules, these Upon appointment, new lecturers undertake a Certificate are complemented by a range of other methods to assess in Learning and Teaching (CiLT) to upgrade their fully students’ theoretical and practical knowledge (and teaching skills. In addition, the University’s Learning and ability to apply it), critical thinking, analytical and Teaching Services (LeTS) runs a range of courses and numerical skills, communication and inter-group skills, seminars relating to the use of new technologies and and general abilities. Assessment methods range from techniques in teaching. The University encourages group- and individual-based coursework assessments individual professional development in the areas of (from formal assignments to group work exercises) to learning and teaching. In order to enhance the quality of unseen examinations, many based around case studies. teaching, peer observation is integrally connected with At postgraduate level, writing exercises during the the promotion of staff development opportunities for all induction phase identify students at risk. These students academic staff. Student Evaluation Questionnaires (SEQs) are counselled, and advised as to where they may seek provide additional feedback on quality in delivery: SEQs support in their studies (e.g. via their personal tutor, or for all modules are conducted at the end of each semester, through the English Language Teaching Centre). the findings being reviewed and communicated to the Students are presented with Programme and individual teaching team. Module Handbooks at the opening of the academic year. Teaching is allocated in line with the Workload Model, a These handbooks clearly communicate expectations of copy of which is provided in Appendix 2. At Masters level, effort, the form of assessment and assessment criteria. most of the modules are taught by the academics who Course syllabi and written work assignments are subject developed them. Given the specific needs of MBA to peer review by faculty colleagues prior to distribution students, the MBA Programme Director liaises with to students. Assignments and exam papers are subject to Divisions Heads to ensure a particularly close match of peer review by colleagues in the same Division prior to capabilities and student needs. distribution. Sample second marking takes place, The Sheffield Graduate benchmark ensures there is a following which a selection of work is passed to the strong emphasis on learning as well as teaching. external examiners for approval in terms of the quality, Throughout our programmes, we are committed to accuracy and consistency of marking. promoting critical thinking and enquiry, through External examiners are senior scholars at other research-informed modules and the generation of School established universities who review course content, the research-based case studies, through multiple forms of nature and content of assessments, and student work. assessment, and through independent and self-directed Findings are given to the Learning and Teaching work. Committee, and are distributed to Programme Heads. Students complete at least 1800 learning hours at The School Management Team is alerted to any serious postgraduate level, and 1200 at undergraduate level per quality failings in this regard. year. In line with its mission, the School has very clear Module leaders prepare explicit marking rubrics for the expectations regarding learning which are external examiner as is now standard policy. Students are communicated to students during the induction week at given feedback via formal assessment sheets that make the start of the academic year, and to faculty via regular clear the core areas/criteria for assessment. staff meetings. All programmes have a programme handbook that clearly communicates overall programme Learning is also ensured through multiple forms of aims. Within each programme, every module has clear assessment, applied projects and company based
34 I University of Sheffield Management School Programmes 2
exercises, through team working, and through 2.8 Quality Assurance Systems evaluations of the overall progress of individual students at progression and exam boards. These different forms of Programme content and effectiveness in attaining evaluation form a complementary whole. learning outcomes is subject to continuous review. The University has a robust system of internal quality control. Each year the School is required to undertake an Annual Marking criteria Review of Learning and Teaching (ARLT), at one of three levels which for each review is determined by the Faculty The School marks according to the grading system which of Social Science in conjunction with the Learning and has been adopted across the University and which is Teaching Services (LeTS). The level is determined to a disseminated by LeTS. This system ensures that the grade large extent by external quality measures such as figures descriptors for each level of study are adopted. At final published by the National Student Survey (NSS), which is year (Level 3) this is further delineated in relation to geared around the undergraduate experience, and overall degree classifications which is effectively adopted by levels of student achievement. markers at all levels in order to arrive at a grade for a piece of assessment. SEQs for all modules are conducted at the end of each semester. The findings are communicated to the teaching Formative feedback and multiple forms of assessment team. Recent student surveys have highlighted high allow students to identify shortcomings early in the degrees of satisfaction with modules. Student Staff Forum programme. Advice on how to improve is provided meetings provide a forum for students to meet with through explicit feedback, and through compulsory faculty to discuss a wide range of issues. (optional at PG level) post-examination meetings between students and individual Personal Tutors. The Programme Examination Board scrutinises the results of individual modules in the light of overall programme aims and learning outcomes. The teaching Re-sits team analyses discrepancies in results, and causal issues are discussed. These issues are then taken into account Students are allowed to re-sit assessments either owing by the relevant teaching team in planning for assessment, to special circumstances, or in the event of a failure. In and general module structuring and presentation, for the case of the latter, the re-sit mark is capped at 50%. subsequent student cohorts. This rule precludes strategic re-sits. Degree Awarding Function External examiners Programme Boards (bringing together the teaching team and external examiners) decide on the award of a degree External examiners scrutinise all coursework after reviewing student progress, and whether the requirements, exam papers, and samples of scripts in the predetermined criteria for attaining a degree are met. light of programme and module learning outcomes. They These mechanisms are clear and transparent, and comment on overall standards, the appropriateness of preclude unilateral actions. Pass and completion rates assessment methods, and fairness and consistency in tables will be provided in the Base Room. marking. They provide an invaluable check and balance against grade inflation or other distortions on the marking scale. All external examiners have to provide a Evaluation of assessment regimen formal report to the LeTS, which is then reviewed by the teaching team and the programme leader and a formal Assessments are devised by module leaders, subject to response made to the LeTS. Specific points for action are peer review and approval by externals. This ensures high implemented. In parallel, a summary of key points raised standards, even in the case of innovative methods. by external examiners and the School’s responses is prepared and considered by programme committees and School policy on plagiarism the Learning and Teaching Committee. Performance and assessment is reviewed annually by Students are constantly reminded in class and subject groups in light of student performance. Proposals assignment specifications of the need to avoid plagiarism for change are put to the Learning and Teaching and given examples of cases where students have gone Committee via the Programme Director. astray, either by deliberate cheating, or by poor scholarship (e.g., not properly undertaking secondary referencing). The School has recently introduced Turnitin Quality of teaching input as a brake on plagiarism, and this is now used in all Masters modules. It is gradually being rolled out across The quality of teaching input is evaluated through the School. Turnitin is used during the formative student evaluations, peer observations of teaching, peer assignment during the induction period to alert students review of course materials, and through the external to the dangers of plagiarism at an early stage. Guidelines examiner system. on use of unfair means may be found at http://www.shef.ac.uk/lets/design/unfair and in the Base Room.
University of Sheffield Management School I 35 2 Programmes
Stakeholder satisfaction 2.9 International Attractiveness The School’s NSS results in 200910 represented a International positioning, targeting and continuation of our high standards of student recruitment satisfaction. In 2009, of the EQUIS-accredited schools only Nottingham, Warwick and Newcastle ranked higher. Our degrees are positioned internationally as premium This is consistent with our performance in 2008 where degrees from a leading UK University. Our MScs and Sheffield was ranked fourth when compared to other MBAs are particularly targeted to the international EQUIS-accredited institutions. Applications for our market but we are also in a position to attract a undergraduate programmes are about 10% higher than significant number of international undergraduate the same time last year, reflecting the high esteem in students owing to the quality of the degree they can work which our degrees are held. At postgraduate level, towards. However, at undergraduate level, there is a generally strong SEQ results highlight the broad University imposed quota for international recruitment satisfaction with our programmes. The high quality of based on the need to meet the HEFCE subsidy-driven our international partners for student exchanges also quotas for home (EU) students. Enrolment data in Table provides evidence of the esteem in which our taught 5 confirms that the postgraduate programmes are highly programmes are held. The Advisory Board provides successful in attracting overseas students. At business input into our programme provision. undergraduate level, the only constraint is high demand from high quality home students. Our partnership with Consistency and external standards WU-Wien will increase overseas participation in our Programmes have to be consistent with QAA descriptors undergraduate programmes through additional places for the appropriate level. Professionally accredited provided for incoming exchange students (see Chapter 9). degrees are subject to review in the light of feedback from Table 5 summarizes the number of international students accrediting bodies. For example, feedback from the CIPD enrolled on each programme over last 3 years. has led to the expansion of generic managerial skills sessions to supplement the taught modules.
Table 5: International Student Enrolment – percent of non UK/EU enrolments Programme 2007-08 2008-09 2009-10 BA Accounting and Financial Management (AFM) 11% 24% 27% BA Management 8% 3% 2% BA AFM and Business Management 9% 10% 23% BA AFM and Economics 22% 27% 13% BA AFM and Information Management 0% 50% 38% BA AFM and Mathematics 23% 13% 20% BA Management and Economics 13% 11% 4% BA Management and Information Management 10% 4% 10% BA Management and Mathematics 13% 0% 15% BA Management and Modern Languages 14% 0% 4% MBA 63% 90% 93% EMBA NA 14% 19% MSc Management 28% 85% 69% MSc Information Systems Management 89% 100% 100% MSc Human Resource Management 23% 94% 82% MSc International Management 67% 61% 67% MSc Management (Art, Heritage and Culture) 50% 50% 20% MSc Management (Enterprise and Local Economic Development) 67% 88% 67% MSc Management (Health Service Management) NA 40% 83% MSc Management (International Business) 43% 75% 71% MSc in Leisure Management 78% 80% 77%
10 2010 university comparisons were not available at the time of writing.
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The School and the Bologna Process distinguished University environments. Currently, students may complete modules at WU-Wien, Linköping The UK is formally committed to the Bologna process, as and Pécs Universities. one of the primary signatories. While the Bachelors degrees are close to the Bologna model, an area of Table 6 overleaf shows total inward and outward student contention is the value and validity of single-year Masters mobility for 2009/10. degrees (especially in terms of attaining learning outcomes in relation to learning time), and whether 75 ECTS credits can be completed in a single academic year. 2.10 International Outreach We are closely monitoring national events. However, it Our international partners are schools are chosen on should be noted that all our Masters degrees require a strict quality criteria. Our most active partner, WU-Wien, minimum of 1800 hours learning effort and at least 300 is an EQUIS- accredited school of the highest standing. classroom equivalent hours. With regard to the latter, two Our Study Abroad partners are chosen by the university degrees (the MBA and the MSc HRM) require 500 hours. after careful vetting to match quality criteria. The School chooses from that list only schools that offer comparable content and quality of programme. Credit transfers Table 7 overleaf lists our international student exchange In the context of students who study abroad as part of partners. their programme and where there is a University partnership or School partnership, arrangements for Table A1 in Appendix 1 lists the School’s international credit transfers exist. Students participating in the academic partners and the nature of our co-operation, Erasmus scheme or those students who are studying for including research collaboration, student exchange and a year abroad as part of the dual with modern languages faculty exchange. Table A2 in Appendix 1 lists the degrees fall into this category. In such cases, where grade University’s Study Abroad partners. descriptors of partner institutions may differ to those in We currently have no joint programmes delivered with the School, the International coordinator in the School international partners. The EQUIS accreditation process checks for consistency of grade descriptors between highlighted the need for the School to pay more focussed Schools, and, where appropriate, converts grades awarded strategic attention to its international outreach. While to students to ensure comparability and fairness between we have always had a good mix of international students, all students. faculty and content, we have not had good student The School does not accept individual applicants who mobility. This is largely due to the reluctance of UK wish to transfer credits from other Schools or students to travel. At the postgraduate level there is institutions beyond level 2 of the undergraduate reluctance to spend a whole semester abroad among programmes. Direct entrants to level 2 are dependent on overseas students whose entire Masters programme is the programme and quality of the institution at which only for one year. We have instituted the undergraduate students have studied level one of the programme International Business Management degree to ensure equivalent. If this is deemed to represent equivalent that a much larger proportion of our undergraduates go coverage and standard, then students will be admitted to overseas. In the meantime, Erasmus take up has level 2. At postgraduate level the School does not admit increased thanks to the persuasion of our International students part way through a programme, so the matter Officer. We are developing deep relationships with key of transferable credits is not an issue. However, the more schools. We have begun with short, credit-bearing courses the School develops links and student exchanges with and are moving towards more integrated delivery of partner institutions, the quality of the exchange partner courses. is likely to ensure that consistency and comparability of credits awarded at the respective institutions will not be an issue. Checks will still be carried out by the School’s Offshore operations coordinator for international exchanges particularly The Management School does not have any offshore where modules studied have variations in the number of operation, and does not validate any programmes abroad. credits they represent. The central University has an offshore collaborative provision with City College, Thessaloniki, which has the status of overseas faculty and which offers a range of International content qualifications in the social sciences, including business Chapter 9 provides full details of the international and management. This qualification is subject to the full learning experience. A table summarising the University of Sheffield quality control systems, including international content in our modules will be available in those governing initial programme approval procedures, the Base Room. course materials, lecturing and the monitoring of the quality of teaching and learning, mechanisms for student Our MBA students have an opportunity to complete and stakeholder feedback, student conduct and the modules delivered by our international partners, making Sheffield Graduate, examinations and external for a degree that is both truly international, and allows examiners, progression and completions. In terms of for learning in a number of different and distinct, yet Appendix 6 of the EQUIS Process Manual, accreditation is
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Table 6: Student mobility 2009/10 Course Country Destination No. of Duration No. of Duration Exchange Students (months) Students (months) Programme Out Out In In BA/French and Management France Lycees Jean Vigo, Millau 1 10 Study Abroad BA/French and Management France Universite de la Reunion 1 10 Study Abroad BA/French and Management France Bordeaux Ecole de Management 1 10 Study Abroad BA/French and Management France College Andre Chenier, Carcassone 1 10 Study Abroad BA/French and Management Canada Universite du Quebec 1 10 Study Abroad B A/Hispanic St and Management Spain University of Zaragoza 1 10 Study Abroad BA/Hispanic St and Management Spain University of Valencia 1 10 Study Abroad BA/Korean and Management Korea Yon Sei University 2 10 Study Abroad BA/Chinese and Management China Nan Jing University 4 10 Study Abroad BA/Japanese and Management Japan Kyoto University 1 10 Study Abroad BA/Japanese and Management Japan Chuo University 1 10 Study Abroad BA/Japanese and Management Japan Doshisha 3 10 Study Abroad BA/Management USA Montana State 1 10 Study Abroad BA/Management Korea Yon Sei University 1 10 Study Abroad BA/Management Japan Okayama University 1 10 Study Abroad BA/Management Australia Wollongong University 1 10 Study Abroad BA/Management Australia Griffith University 1 10 Study Abroad BA/Management Japan Sophia University 1 10 Study Abroad BA/Management Austria WU Vienna 1 104 5 Erasmus Exchange BA/Management Denmark Copenhagen Business School 1 5 2 5 Erasmus Exchange BA/Management France EDHEC Nice/Lille 2 5 Erasmus Exchange BA/Management France Rennes Business School 1 5 Erasmus Exchange BA/Management Finland Turku School of Economics 2 5 Erasmus Exchange and Business Administration EMBA Sweden Linköping University 3 0.2 Study Trip BA/Management Hungary Pécs University 11 0.5 Study Trip MBA Austria WU Vienna 20 2 Study Trip
It will be noted that there is an imbalance between outward and inward students. This imbalance will be redressed through the new International Business Management degree. However, given that high quality home students dominate applications for our undergraduate programmes, we welcome opportunities to host incoming students, regardless of balance, given that this promotes a cosmopolitan learning experience.
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Table 7: Management School International Student Exchange Partners Management School BA Management Erasmus Partners WU Vienna Austria Copenhagen Business School Denmark EDHEC Nice/Lille France Rennes Business School France Turku Business School Finland University of Pécs Hungary Linköping University Sweden
Management School Preferred Partners International Business Degree Accreditation Australia Griffith University AACSB Monash University EQUIS University of Queensland EQUIS/AACSB University of Sydney EQUIS/AACSB Austria Vienna University of Economics and Business Administration (WU Wien). EQUIS Canada McGill University McMaster University AACSB China Chinese University Hong Kong Denmark Copenhagen Business School AACSB Finland University of Turku EQUIS France Rennes Business School Sweden Linköping University USA Montana State University – Bozeman AACSB University of Pittsburgh AACSB Virginia Polytechnic Institute and State University AACSB
not being sought for this. In governance terms, City that the quality control processes are identical to those in College is distinct from the Management School as an place in the Management School. City College’s EMBA is international faculty of the University; it has a distinct independently accredited by AMBA. In terms of a identity and staffing, advertises and recruits for its reciprocal arrangement, our EMBA students can attend programmes separately, and hence, falls outside this one of City’s EMBA modules as one of their optional application for accreditation. At the same time, we are modules at no extra charge, and receive due credit for it confident of the quality of education at City College, given
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2.11 Corporate Relevance sustainable development are taught in each of the School’s taught programmes. Within the majority of modules there are indications of how the theory underpinning the content is to be applied or explained in the context of real life organisations SELECTED SAMPLE PROGRAMME – and/or scenarios. BA BUSINESS MANAGEMENT Proposals for new programmes, including indicative direction and content are presented to the Advisory Jon Burchell, 2009/10 BA Management Programme Board for discussion, feedback and approval. The Director, on the redesign of the undergraduate degree: Advisory Board is regularly updated as to the progress of “What we wanted from the UG programme was for individual programmes, and feedback sought in areas of students to come out having a critical perspective on concern. The involvement of corporate stakeholders in management – not in the negative sense, but in the modules such as Experiencing Enterprise and New enquiring sense. We wanted them to see management Venture Planning is very much more open ended, in that within the context of society, the environment and individual firms directly decide the problems to be ethics so they’d have a bigger picture of how considered, and the degree of interaction with the management fits into that society. We felt the relevant student body. programme we had before led students to see the A scrutiny of minutes reveals broad Advisory Board different strands in isolation, so they wouldn’t see a satisfaction with taught provision. Minutes of the pathway across marketing, HR, and strategy. We Advisory Board are available in the Base Room. Further want to teach them to understand management: the evidence of confidence in the School’s programmes is power relationships and context as much as the provided by the decision of the Chartered Management process of management. Institute to forge a close relationship with the School, and It was also important that the students understand to award its highest (Level 7) qualification to those from day one that they are part of the process, completing the School’s Masters programmes, allowing creating the learning together, not just reading a book graduates to proceed to UK Chartered Manager status. and doing an exam. They had to get their hands dirty. One module, Business Themes and Perspectives, takes Corporate practitioner input a single topic and requires the students to analyse all aspects: strategy, ethics and environment, ops Corporate practitioner input takes place both indirectly management, and marketing. In 2010 they’ll be and directly. Direct input is via the Advisory Board, producing a podcast consultancy for a supermarket.” through ongoing dialogue with the Chamber of Commerce and the professional associations, such as the Institute of Chartered Accountants in England and 2.13 Programme Design Wales, the Chartered Institute of Certified Accountants, the Chartered Institute of Management Accountants, the Degree programmes offered by the Management School Chartered Institute of Public Finance Accountants, the have the following general aims consonant with the Chartered Management Institute, the Chartered Institute University’s mission statement: of Marketing, and the Chartered Institute of Personnel • To provide students with high quality teaching and Development, and through applied research projects. and learning experiences that are research- Indirect input comes via guest lectures, through the informed, consistent with sustaining a culture of enterprise modules, and via research research, and alert to the benefits of student projects/dissertations. centred learning. • To provide students with extensive knowledge and understanding of the environment, organisation and management of profit and not-for-profit 2.12 Societal Relevance business. Societal relevance is inherent in the unique identity of • To develop students’ independence of thought, the Management School. The tradition of seeing intellectual curiosity, and an appreciation of management in a holistic light, inextricably linked to critical and analytical approaches to management social context was begun in the 1980s with the research theories, related concepts and underpinning into sustainable accounting and continues today assumptions. throughout the School. Staff have a strong presence in • To develop appropriate communication, community outreach activities, as outlined in Chapter 7, quantitative and research skills relevant to and CSR, ethics and sustainable development are taught business management in all students. both as stand-alone modules and as part of other • To develop students’ ability to make sound modules. The only core module in Level 3 is Corporate judgements, solve business problems, cope with Social Responsibility. A table will be made available in the change and work effectively in groups. Base Room, summarising where CSR, ethics and
40 I University of Sheffield Management School Programmes 2
• To prepare students for future employment in appropriate contexts. business and/or further study. • Act as a reflective practitioner, be able to Specifically for BA Business Management, this means understand and demonstrate the links between that on completion of the programme students will have: theory and practice. • Knowledge and understanding of the foundation disciplines of quantitative analysis and The learning outcomes are linked to the core and elective organisation behaviour. modules that students take and/or elect as part of the • Basic grounding in the foundation disciplines of programme. The structure of the BA Business financial and management accounting and Management programme is shown in Table 8 overleaf. economics. • Knowledge and critical understanding of the roles and responsibilities of managers and organisations in society. • Knowledge and critical understanding of issues related to sustainable and responsible organisations. • Knowledge and critical understanding of concepts and theories in marketing. • Knowledge and critical understanding of the behaviour of people at work. • Knowledge and critical appreciation of the role of operations management in organisations. • Knowledge and critical understanding of strategic management. • Depending on the options chosen, critical understanding in one or more of Human Resources Management, Project Management, Information Systems, Management Consultancy, International Business and other subjects.. • A thorough understanding of the interdisciplinary nature of the management field. In addition students will be able to: • Display initiative and creativity, working effectively as an individual and as part of a team. • Communicate successfully in written and oral form in a manner appropriate to the context, including the production of academic essays, business reports and presentations. • Employ a range of IT skills including word processing, spreadsheets, simple databases, presentation formats and the Internet. • Demonstrate cognitive skills of critical thinking, analysis and synthesis. • Demonstrate effective problem solving, using appropriate qualitative and quantitative techniques. • Demonstrate an understanding of how the knowledge and skills developed throughout the programme can enhance employability through appropriate self-presentation in CVs, interviews and presentations. • Apply the principles of management theory in
University of Sheffield Management School I 41 2 Programmes
Table 8: Structure of the BA Business Management programme For candidates whose initial registration was for the Session 2010-2011 or earlier Level 1 1. A candidate shall take (a) ECN101 F4 Business Economics 10 MGT120 F4 Introduction to Behaviour at Work 10 MGT133 F4 Accounting and Finance for Managers 20 MGT134 F4 Business Management in Context 20 MGT136 F4 Management Themes and Perspectives 20 MGT139 F4 Professional Self Management 10 (b) one of the following (i) (Post A Level Mathematics stream) MGT137 F4 Analysis for Decision Making A 20 (ii) (Non A Level Mathematics stream) MGT138 F4 Analysis for Decision Making B 20 (c) units to the value of ten credits from the following MGT140 F4 Business Challenges 10 Unrestricted units to the value of ten credits Level 2 2. A candidate shall take (a) MGT219 F5 Organisational Behaviour 20 MGT231 F5 Business Strategy 20 MGT232 F5 Operations and Supply Chain Management 20 MGT233 F5 Essentials Of Marketing 20 ( b) units to the value of twenty credits from the following ECN325 F6 Economic Principles and Management 20 MGT212 F5 Financial Management 20 MGT214 F5 Project Management 20 MGT218 F5 Strategic Information Systems 20 MGT223 F5 Business Statistics 20 MGT227 F5 Issues in Corporate Governance 20 MGT226 F5 Human Resource Management 20 MGT229 F5 Enterprise and Entrepreneurship 20 ( c) unrestricted units to the value of twenty credits. Level 3 3. A candidate shall take (a) MGT357 F6 Corporate Social Responsibility 20 ( b) units to the value of eighty credits from the following LAW357 F6 Law for Management 20 MGT309 F6 Industrial Relations 20 MGT310 F6 Critical Perspectives in Work and Organisational Psychology 20
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MGT321 F6 Corporate Finance 20 MGT356 F6 Technology Management 20 MGT358 F6 Integrated Marketing Communications 20 MGT366 F6 Management Consulting 20 MGT375 F6 Financial Derivatives 20 MGT376 F6 International Business 20 MGT380 F6 New Venture Creation 20 MGT382 F6 International Marketing 20 MGT384 F6 Consumer Behaviour 20 MGT385 F6 Advanced Business Strategy 20 MGT386 F6 Operations and Supply Chain Management in Practice 20 c) unrestricted units to the value of twenty credits.
For candidates whose initial registration was for the Session 2009-2010 or earlier Level 1 1. A candidate shall take: (a) ECN101 Business Economics 10 MGT102 Introduction to Management Accounting 20 MGT117 Principles of Marketing 10 MGT118 Introduction to Operations Management 10 MGT120 Behaviour at Work 10 MGT123 Management Information Systems 10 MGT131 Critical Perspectives in Management 10 MGT132 Introduction to Financial Accounting 20 b) one of the following (i) (Post A Level Mathematics stream) MGT112 F4 Introduction to Business Statistics A 10 (ii) (Non A Level Mathematics stream) MGT113 F4 Introduction to Business Statistics 10 (c) one of the following (i) (Post A Level Mathematics stream) MGT121 Quantitative and IT Skills A 10 (ii) (Non A Level Mathematics stream) MGT122 Quantitative and IT Skills B 10
Level 2 2. A candidate shall take: (a) MGT219 F5 Organisational Behaviour 20 MGT220 F5 Principles of Consumer Behaviour 20 MGT226 F5 Human Resource Management 20
University of Sheffield Management School I 43 2 Programmes
(b) units to the value of forty credits from the following ECN325 F6 Economic Principles and Management 20 LAW357 F6 Law for Management 20 MGT211 F5 Intermediate Management Accounting 20 MGT212 F5 Financial Management 20 MGT214 F5 Project Management 20 MGT218 F5 Strategic Information Systems 20 MGT223 F5 Business Statistics 20 MGT227 F5 Issues in Corporate Governance 20 MGT228 F5 Principles of Operations and Supply Chain Management 20 MGT229 F5 Enterprise and Entrepreneurship 20 MGT230 F5 Introduction to Corporate Finance and Asset Pricing 20 (c) unrestricted units to the value of twenty credits.
Level 3 A candidate shall take (a) MGT328 F6 Business Strategy 20 MGT357 F6 Corporate Social Responsibility 20 ( b) units to the value of sixty credits from the following MGT309 F6 Industrial Relations 20 MGT310 F6 Critical Perspectives in Work and Organisational Psychology 20 MGT321 F6 Corporate Finance 20 MGT349 F6 Public Sector Accounting and Financial Management 20 MGT356 F6 Technology Management 20 MGT358 F6 Integrated Marketing Communications 20 MGT366 F6 Management Consulting 20 MGT375 F6 Financial Derivatives 20 MGT376 F6 International Business 20 MGT380 F6 New Venture Creation 20 MGT382 F6 International Marketing 20 (c) unrestricted units to the value of twenty credits.
Development of the learning outcomes is promoted understanding of practical situations that are relevant to through induction procedures, formal lectures, seminars, the contemporary management context. The Professional small group tutorials, group work, problem solving Self Management module encourages students to reflect exercises, independent study and computer aided on their strengths and weaknesses and what these imply learning. These vary depending on the level of study. for future employability. Level 1 is designed to provide a broad multidisciplinary Level 2 promotes greater knowledge and critical foundation for management, concentrating on knowledge understanding of the subject matter in core Business and critical understanding of the diverse range of Management subjects. Building on the foundations laid underpinning subject material, and attaining the at Level 1, this spine of progressively developing modules appropriate skill base. This is reflected in the makeup of increases the students’ knowledge base and the critical the 20 credit modules, where there is emphasis not only appreciation of theories and concepts as applied to on the acquisition of basic skills of written and oral management issues and problems. It also ensures the communication but also in encouraging students to learn acquisition of skills necessary to the exploration and how to apply theoretical concepts to enable an resolution of typical management problems and
44 I University of Sheffield Management School Programmes 2
dilemmas, while simultaneously encouraging critical skills, which add to the vocational worth of the reflection upon the nature of such problems and how they programme. come to be defined as problems. Option subjects allow students to explore contrasting approaches to management in more depth than the core foundation 2.14 Quality of Students subjects enable at Level 1, thus deepening and broadening Table 5, International Student Enrolment – percent interest in specialised areas. of non UK/EU enrolments, summarises the Level 3 exploits and develops increased confidence and international composition of our student body. It can be sophistication in students’ approach to the diversity of seen that in some instances the proportion of overseas the subject area, including recognising and applying students on our UG programmes is relatively low complementary, competing, and sometimes (reflecting the fact that our programmes are a first choice contradictory solutions to management issues. These for many home students under the HEFCE quota system, issues are reflected in and integrated by the single core who have very good A level performance), but this module. Students continue the development of their skills imbalance will be partially redressed through incoming of critical analysis and investigation of management students from WU-Wien following our partnership problems and their thinking about overarching issues agreement (see Chapter 9). In contrast, the proportion of and developments in the subject area. overseas students on most of our Masters is relatively At Levels 2 and 3 students may broaden their learning high (but not exceeding comparable programmes at most experience by taking modules to the value of 20 credits UK universities). However, significant home student at each level from outside their home department. representation on core PG programmes provides evidence of continued relevance to both the home and Following our triennial review, the BA Business international markets. Management structure has been radically changed at level one. Rather than a conventional functionalist In recent years, our reliance on clearing to recruit home approach to designing the modules, it was decided to and international students has decreased and the integrate the different subjects to ensure that students minimum grades at which we have accepted home appreciate the relationships between different areas of students have increased steadily. In 2005, we recruited 62 management and how they are applied in practice. For home students in clearing and the number of such example, where we previously offered separate modules recruits has declined in each subsequent year. In 2008 we in marketing and operations management, with strategy had no need to enter clearing for the recruitment of home and CSR being included at later levels, the new structure students and this situation has continued since then. We offers modules in Management Themes and Perspectives, continue to use clearing to recruit international students, Business and Management in Context, and Business but we have become less dependent on this because of the Challenges, which incorporate all these elements. establishment of an undergraduate foundation programme at Sheffield International College, which is Programme innovation also exists in the way content is affiliated to the University. The minimum A-level grades updated as a result of having material delivered and at which we have accepted students have increased modules run by research active staff, and is also reflective steadily for both home and international students. In of changing market demands in relation to the 2007, the minimum grade for all students was BCC at A- development of employability skills and the need to level. In 2008 it was BCC (excluding non-academic A- expose students to the application of theory in practice. levels) for all students. In 2009 it was BBB (excluding Examples are the introduction in 2010 of the Level 1 non-academic A-levels) for home students and BBB for module, MGT139 Professional Self-Management, the use international students. In 2010 it was ABB for home of guest lecturers from companies such as PwC and students and BBB for international students. We have KPMG, and the focus on projects in real-life organisations also increased our undergraduate IELTS requirement for such as those used in MGT228 Principles of Operation international students from 2010 from an overall score of and Supply Chain Management, which was developed in 6.5, with 6.0 in the writing element, to 6.5 with 6.0 in all partnership with Rolls Royce and which uses live elements. problems from Rolls Royce. Details on the actual entry qualifications of 2010/2011 BA Many of the modules provide guided reading of practical Business Management students will be provided in the case analysis and relevant theoretical application to fulfil Base Room. the aim of exposing students to as much authentic business material as possible. In some subject seminars, role-playing and simulations are used so that the learning 2.15 Programme Delivery and understanding are developed experientially. We are very committed to maintaining and enhancing The distinguishing feature of the Bachelors programme is the quality of teaching. Within the School we have a strong focus on critical perspectives and thinking, dedicated roles of Learning and Teaching Advocate and research-informed teaching and an emphasis on the Teaching Quality Co-ordinator. The former maintains a importance of sustainability. Our evidence is that direct link with LeTS and promotes new developments in employers particularly welcome critical and analytical learning and teaching. In addition there are staff training
University of Sheffield Management School I 45 2 Programmes
sessions held during the year to refresh or to • Formal examinations are used to test students’ communicate these new developments. For example, in theoretical understanding and critical abilities, 2009/10 there were staff training sessions on providing together with the ability to draw upon memory feedback to students and on the role of personal tutors. and to write informed, coherent answers under There are innovations in the delivery of teaching evident pressure of time. The School has systems in place in the use of dedicated electronic online learning sites for to ensure that examining procedures are each module, the use of chat rooms, discussion forums rigorously moderated and regulated. and podcasts (the latter are produced in MGT140 Business Challenge and MGT136 Management Themes Table A3 in Appendix 1 sets out the general assessment and Perspectives). These are designed to enhance the descriptors for each level of the programme. quality of learning for students. Computer-aided learning is available at all levels to enable students to broaden The single honours programme educates students in their knowledge and understanding of the various business management enquiry and techniques, disciplines in their own time and at their own pace, using developing an increasingly in-depth approach to a range materials either formulated by staff specifically for this of disciplines which make up the business management method of learning or bought-in software. field. Level 1 is designed to introduce students to management as both an academic discipline and field of contemporary 2.16 Student Assessment organisational practice. The emphasis is on encouraging Opportunities to demonstrate achievement of the students to develop a holistic and integrated grasp of the learning outcomes are provided through the following interdisciplinary nature of management and how the assessment methods: diverse theoretical foundations that underpin it relate to, complement and sometimes conflict with each other. To • Regular formative assessment is used at all support this, students also take a number of modules in levels to monitor students’ progress and provide supporting management disciplines. There is also a feedback about knowledge and understanding module in Professional Self Management to help students gained, providing an arena for identifying and develop their generic skills for both academic purposes rectifying students’ potential weaknesses, as well and for future employment. All but one of the modules as contributing to formal assessment in some are core. The optional module is for students to study a instances. Similarly, a portfolio of evidence language module, take a unit from another department demonstrates that students have gained the or take an option in Business Management. required IT skills. This is required in a number of modules undertaken by students, particularly at Level 2 comprises the four core subjects: organisational Level 1. behaviour, strategy, marketing, and operations and supply chain management, developing these from Level 1 • Presentation performance, individually and as to a more advanced level. Students also take two option part of a team, is formally and informally assessed modules: they can both be in the area of Business for content and process in many modules, Management, or one can be unrestricted, allowing a especially at Level 3. In addition to testing the student to take a subject completely outside Business students’ analytical skills and relevant theoretical Management, including a modern language, should they understanding, this provides an opportunity to so wish. assess the students’ oral communication skills, and prepares them for the presentation processes Level 3 has just one core module – Corporate Social common in the business world. This procedure Responsibility. Students then take five more option also includes opportunities for peer review modules in the area of Business Management, allowing assessment, when group members can allocate some degree of specialisation at an advanced level. These marks for the effort and involvement shown by modules draw upon the learning at Levels 1 and 2 and each individual in the group process. This also develop the subjects to honours level. provides an opportunity for personal reflection The programme is designed to ensure that students on performance. develop their knowledge and skills incrementally at each • Written assignments, comprising essays, case successive level. analyses and reports, are judged against publicised External examiners regularly comment on the high marking criteria, and are expected to be well quality of student work produced, and have generally written and presented. These are used to test the been very positive. Copies of external examiners reports students’ acquisition of key skills as well as will be provided in the Base Room. In reports, examiners theoretical knowledge and critical understanding. write that our assessments are comparable with similar • Group project reports provide opportunities for programmes at competitor universities. Our marks are independent or group studies of a specific ratified by external examiners. Table 9 shows the 2009/10 business-related issue/problem, and are used to results for BA Business Management students. test all learning outcomes.
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Table 9: Results for BA Business Management Students 2009/10
Course 1st % 2.1 % 2.2 % 3rd % Pass % Fail % NA % Total Mgt 5 4% 78 61% 35 27% 1 1% 1 1% 2 2% 6 5% 128 Mgt Duals 5 12% 18 42% 18 42% 0 0% 2 5% 0 0% 2 5% 43
2.17 International, Corporate and 2.18 Quality Assurance Practices Societal Relevance The triennial review means that programme revisions are The BA Business Management is grounded in the notion considered by the Programme Directors and a working of management as socially contextual. This is reflected in group. If revisions are to be made, approval is sought from the fact that the only core module in Level 3 is Corporate the Learning and Teaching Committee (LTC) before Social Responsibility, and in the degree of CSR content in applying to the Faculty of Social Sciences. The recent re- modules throughout the curriculum. Similarly, the structuring of the BA Business Management followed this international context is applied across modules, and process. Full details on this process will be provided in international case studies used. Examples of corporate the Base Room. The BA Business Management is subject influence are a second year Rolls Royce module, the use to the same quality assurance processes outlined in the of guest speakers in lecture programmes, applying beginning of this chapter. The quality assurance process material to case studies based on real-life companies and is evident in the way in which subject groups feed into encouraging students to work on projects with local programme reviews which in turn lead to issues being companies. Tables showing the international, corporate raised at the LTC. This process can be seen in Figure 7: and CSR content in modules will be available in the Base Room.
Figure 7: Teaching quality monitoring process
University of Sheffield Management School I 47 3 Students
3. Students
The School should ensure the quality of its students through appropriate selection processes, through the management of student progression in its programmes, and through the provision of appropriate student services. In particular, it should ensure the quality of the placement of its graduates through a well-resourced career service. It should strive to bring together in its programmes a well-balanced student body representing a diversity of backgrounds and nationalities.
Strengths take place in 2011, focussing on key untapped markets such as South America and Africa, in The great strengths of the School are the rigorous concert with the University’s recruitment activities entrance criteria, the close and effective in those markets. Student ambassadors were management of student progression, the very high appointed in 2010 to contact successful applicants. quality of learning and pastoral support, and Ambassadors were matched to applicants from the excellent University residential and recreational same ethnic background and geographical region. facilities. We will continue that programme in 2011 and expand on it as dictated by our evaluation of 2011 Challenges enrolments. Careers: While the careers services provided by the University are excellent and in line with peer 3.1 Target Profiles and Criteria for institutions, the School needs to provide an in-house Selection careers service to match those offered by larger Schools. Our small size has prevented us from being National profiles able to provide a specialised service but that barrier Table A4 in Appendix 1 gives the breakdown by country of is being removed by the growth of our postgraduate origin for the last five years for undergraduate and programmes, increases in our administrative postgraduate taught and research students. In 2009/10, capacity, and increased investment by the University. enrolments from countries other than the UK were: Student Exchange: International student exchanges Undergraduate – 29% non UK enrolments need to increase, at both undergraduate and postgraduate level, both incoming and outgoing. Postgraduate Taught – 84% non UK enrolments Student recruitment: At postgraduate level, approaches Postgraduate Research – 87% non UK enrolments to recruitment need careful monitoring, to ensure Cosmopolitan student bodies promote greater cross- that the learning experience is genuinely global. We cultural awareness and promote the transfer of existing need to develop relations with successful applicants knowledge. Regional balance is secured with the help of to ensure good arrival rates, in order to be able to University marketing through spreading recruitment plan with confidence to the future. activities and targeted recruitment in under-represented markets (e.g. the Americas). The School’s Marketing Manager is working with University marketing to ensure Priorities increasing diversity in the School’s student population Careers: We have seconded our dedicated University across all programmes. The School encourages incoming careers liaison officer for one day per week in 2011 to exchange students (rather than a simple one-for-one assist students with essential career mentoring. In exchange) into our undergraduate programmes where addition, administrative resources in 2011 will be home students constitute the majority. dedicated to building on existing activities and relationships and forming the foundation of a dedicated in-School Careers Office as we grow. Entry requirements Student Exchange: An International Officer was We are in the fortunate position of being primarily a appointed in 2009 and his success in encouraging selecting rather than a recruiting school. Our entry home students to take advantage of exchange requirements are set at a level which not only reflects the opportunities will be formalised and expanded demands of our programmes, but also their popularity through International Committee, formed in 2010 to and are comparable with other, similarly-ranked bring together our many, but dispersed, institutions. They are clear, transparent, rigorous and internationalisation activities. appropriate. We select students on the basis of objective qualifications and experience. We require entrants into Student recruitment: A revised recruitment drive will all our programmes to have strong English reading and
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writing skills, with an IELTS score of at least 7 for with peers with UK management experience, and hence postgraduate students and 6.5 with at least 6 in all greater awareness of the national context in which they elements for undergraduates. Table A5 in Appendix 1 study. We actively promote this balance through a limited summarises the most common qualifications, and our number of bursaries targeting the UK market, entry requirements. benchmarking resources devoted to this against the top UK Schools. Existing and target profiles We have large numbers of applicants to our programmes and our selection ratios are an indicator of quality (see We are broadly satisfied with our recruitment profiles. Table 10 below). However, we appreciate that the ratio of However, two areas require close monitoring. Firstly, it is accepted offers to enrolments is not an optimal one. This not desirable that an MBA programme be overwhelmingly reflects difficulties experienced by students from some composed of overseas students, as it is important that nationalities in obtaining visas and a tendency for their learning experience involves continuous interaction talented applicants to make multiple applications. We
Table 10: Application/Offer/Enrolment Data – 2009-10
Programme Name Applications All Live Enrolments Offers Offers (First Year) Only BA/Business Management 770 556 227 151 BA/Accounting and Financial Management 774 526 222 158 BA/Accounting & Financial Management and Business Management 299 217 78 49 BA/ Business Management and Mathematics 84 59 23 15 BA/ Business Management and Economics 283 184 77 33 BA/Business Management and Information Management 306 173 35 26 BA/Accounting & Financial Management and Math 177 122 40 24 BA/Accounting & Financial Management and Economics 240 150 69 41 BA/Accounting & Financial Management and Information Management 67 49 15 10 BA/Management & Modern Languages 208 145 50 22 Total 3208 2181 836 529
MBA/Business Admin 690 377 314 66 MBA/Executive MBA (PT) 16 14 11 22 MSc/Management 552 309 245 47 MSc/Management (International Business) 520 272 217 32 MSc/Management (Enterprise and Local Economic Development) 67 32 21 3 MSc/Management (Sport and Leisure) 165 96 82 16 MSc/Management (Arts, Heritage and Culture) 55 40 27 8 MSc/Management (Health Services Management) 76 51 32 7 MSc/Finance 462 143 91 2 MSc/International Management 463 270 226 26 MSc/Information Systems Management 282 191 136 25 MSc/Human Resources Management 513 309 231 38 Total 3861 2104 1633 292 MPhil/PhD 184 66 20 15
1. All offers are all offers made 2. Live offers are offers accepted provisionally 3. Small discrepancies in enrolment figures are due to data recording and retrieval discrepancies in CIS
University of Sheffield Management School I 49 3 Students
realise that we need to increase the conversion rate of considered university an option). Details are available at accepted offers to actual students arriving, through http://www.sheffield.ac.uk/bursaries/. building relations with successful applicants. This is The Management School and surrounding teaching particularly important in a UK context, where, for venues have full access for disabled students (including overseas applicants, the visa selection process has ramps, lifts, etc.). The University Disability Support Unit become increasingly complicated, necessitating active provides disabled students with the necessary support support and counselling. Inter alia, we now link and assistance to succeed in their studies. applicants to existing students from similar nationalities, and actively promote far closer contact until the actual arrivals at the start of the academic year. We have 3.3 Preparation for Programme Entry designed a monthly programme of activities split into four groups – applicants (international and UK), and Course preparation enquiries (international and UK). In the first month, All new students must attend a compulsory induction University Marketing contacts each group with a bespoke programme. This week provides an opportunity to alert email regarding accommodation and services. The next students to the School Mission, core values, their rights month, School Marketing contacts the four groups with and responsibilities, and the nature of the Sheffield information regarding the School’s online community, Graduate. It prepares students for University life and alumni relations and specific events in the School. In includes social events and introductions to societies, subsequent months, a variety of information is briefings on how to use the University’s IT and library disseminated according to the needs of each group so facilities, initial meetings with personal tutors, and they are aware not only of facts they need, but also of the introductions to studying in the Management School. communication channels available to them, such as facebook, phone, and email newsletter. The MBA induction programme is two weeks long and encompasses team building and leadership exercises, as well as an introduction to key skills, tools and techniques, Evaluation of effectiveness of selection including group working and presentational skills, IT, criteria and processes group case studies, introductions to the modules to be taken and other topics which prepare students for their The School retains accurate records of incoming student forthcoming study. The MSc induction programmes are data. The Management Team monitors progression rates, one week long and have a similar coverage, without the actively seeking feedback from programme leaders module introductions. regarding language and other skills of incoming applicants. Further feedback is provided via the Learning Help with the English language is provided by the English and Teaching committee. In general, the throughput Language Teaching Centre (ELTC). rates, demonstrated communication and writing skills of Sheffield International College provides world-class students, and external examiner feedback confirm the academic programmes to prepare international students suitability of entrance criteria. Samples of student work for undergraduate and postgraduate degrees at the are available for inspection in the Base Room. University of Sheffield, and provides an alternative entry route for students who fall short of initial entrance requirements. Further details are provided at 3.2 Quality of Students http://www.shef.ac.uk/sic/. A focus on promoting national diversity, appropriate preceding knowledge and language skills and, in the case of the MBA, relevant existing work experience and 3.4 Support and Counselling Services maturity ensure that students are optimally equipped to Early steps to identification of barriers to contribute to mutual learning, and benefit from the learning and progression personal developmental opportunities provided by the School. All students meet with their personal tutor after the first semester’s examinations to discuss progress and barriers Our students are highly motivated. The University of thereto. Personal tutors monitor the progression of their Sheffield is well below the national average of 5% for tutees, meeting with them in the case of poor student dropout rates. This includes those students who performance to provide advice and direct them to voluntarily terminate their degree studies before appropriate support mechanisms (e.g. student completion and those who do not successfully complete counselling). Postgraduate students who require their degree programmes. Our progression rates are continuing English language support must attend special satisfactory. classes delivered by a qualified EFL/ESL teacher. This is The University makes scholarships and bursaries built into the timetable at no further charge. Classes available on the basis of income (aimed at talented cover Management English as well as an advisory writing students from lower income households) and outreach service. Further English language support is available (to encourage applications from students who, for without charge from the ELTC for students at all levels. financial and other reasons, may not otherwise have
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Assistance is therefore provided at three levels: Personal and PhD only). tutors provide direct advice on study and general b. understanding of the principal theories and academic skills; ELTC supports language and writing debates in the field. At masters, ‘in-depth skills (http://www.shef.ac.uk/eltc); and the Student understanding’ and at PhD ‘ability to contribute Counselling Service (http://www.shef.ac.uk/counselling) to’. helps with personal difficulties. c. have an international perspective, and be able to The Student Counselling Service provides a free and apply theories and techniques in a wide range of confidential service to undergraduate and postgraduate national contexts. students and all members of University staff. This supplements the direct support provided by personal d. cross-cultural awareness and sensitivity. tutors. Programme leaders monitor throughput rates, e. a broad foundation in the field of study, including and the proportion of students applying for special an awareness of the different functional areas of circumstances for extensions/deferrals to ensure that the management (UG) or a broad foundation in the support mechanisms are functional, and identify where field of study, including operational ability in the further interventions may be needed. different functional areas of management of Our only post-experience programme is the MBA. Specific management within the brief of the programme. additional support is provided by means of the induction f. awareness of the world of business, and practical module writing assignment that allows problems to be exposure to real world business situations. identified at an early stage. All students who have taken g. awareness of the ethical issues and dilemmas a break in their studies can count on support from facing management that may lead to apparent personal tutors, the ELTC and the briefings provided by conflicts between personal and organisational the library to ensure a smooth return to their studies. objectives. Students are strongly encouraged to complete their own 3.5 Personal and Professional Personal Development Plan (PDP), and are supported by Development the personal tutors in this regard. The PDP consists of formal records of academic progress and a portfolio We support the University’s vision of the “Sheffield collecting evidence of self-analysis, reflection, Graduate”, ensuring that all students are provided with development and employability. Full details of the PDP opportunities to fulfil their potential and develop the will be provided in the Base Room. Additionally, as a skills, attributes and values that are essential to prerequisite for CIPD accreditation, MSc HRM students entrepreneurship and employment, lifelong learning and must attend a special non-credit bearing series of global citizenship. sessions on Continuing Professional Development Skills The Sheffield Graduate is: At undergraduate level we are introducing a compulsory • knowledgeable in their subject area module, MGT139, Professional Self Management, which incorporates the PDP and the notion of the Sheffield • a critical, analytical and creative thinker Graduate and prepares students for university studies • an independent learner and researcher and future career development. • a problem solver • information literate and IT literate 3.6 Ethics and Values • a flexible team worker Integration of CSR and ethics into Personal • an accomplished communicator Development Process • an efficient planner and time manager The PDP process requires students to identify strengths • competent in applying their knowledge and skills and weaknesses in terms of the benchmark of the Sheffield Graduate which emphasizes active and • an active citizen who respects diversity responsible citizenship. Students are alerted to the • professional and adaptable importance of CSR and ethics, and given key knowledge • reflective, self aware and self-motivated and skills in business ethics and CSR through the taught curriculum. This blend of attributes ensures that s/he is highly employable, ready for professional practice and a committed lifelong learner. 3.7 Career Support Our overarching goal is to produce Sheffield Graduates The University’s Careers Service provides an integrated who demonstrate impact, excellence and distinctiveness guidance, information and vacancy service for all in their chosen field. students and recent graduates of the University. There is a. depending on level - mastery of the tools and a specialist Careers Advisor to assist Management School techniques of management enquiry (Masters level students.
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The Careers Service has: service to our students. • A wide range of centrally-held events including While we have some information about alumni job employer-led presentations and skills placement from central records, it does not fully assess development sessions, plus a programme of talks, the success of our students in the market place. To workshops and careers fairs. address that, we now administer our own survey to • A dedicated Careers Advisor linked to the alumni, and through a range of activities are making Management School who provides specialized better connections with alumni in order to improve our inputs and counselling aimed at all students on employment statistics. Details are in section 3.8. relevant aspects of career development. In addition to the university-wide alumni association, the • A careers library and website with information on School maintains a dedicated MBA alumni network. This graduate and professional careers, postgraduate includes a dedicated webpage and a web site that includes study and other options. facilities for graduates to place materials, advertise jobs, and interact with their fellow alumni and existing The Management School supplements this central service students. Alumni are also offered opportunities to by seconding our Careers Advisor to be based in the network and to exchange information and insights on School one day a week to give special support to the careers progression via the Alumni Club web site. The postgraduate students. This is in response to student School has initiated skills update workshops for Alumni, feedback about a lack of targeted careers advice and our to ensure that they have access to the latest relevant skills own strategic emphasis on providing better services for for employability. Details on a typical programme will be career placement for our students and alumni. To that provided in the Base Room. end as well, we now subscribe to TopMBA and offer this service to all our students and alumni. TopMBA is a search tool for organisations to access CVs of MBAs. 3.8 Career Placement Students can set up a variety of CVs, depending on career aspirations. FT100 companies subscribe to the service The University alumni database contains 9629 entries for which includes an on-line CV building application. Once Management School alumni. The central database has set up, students and alumni can work with our Careers missing data, owing to alumni not having completed all Advisor and MBA Director to fine tune their job search. questions in the annual alumni survey. TopMBA sends a representative to Induction Week to Taking into consideration data availability in certain alert students to the service, so they can make full use of fields, career placement analysis was made using it from the beginning of their course. available data retrieved from the University alumni Careers briefing sessions on taught Masters programmes database. A spreadsheet in the Base Room has complete alert students to key issues in seeking employment and data sets for the following sections of this report. enhancing career mobility. HR modules at both undergraduate and postgraduate level provide insights into the interview process. Sector distribution We appreciate that historically the School relied on the Based on analysis of the total number of degrees counted central careers service, which primarily focused on the by sector (n=1952) from the total record of Management generic needs of undergraduates. We are seeking to School alumni in the Alumni database (N=9629 including develop careers support at postgraduate level through an no sector), which represents 20% of sectors to the group, additional appointment of a dedicated careers advisor as the analysis shows that the alumni of the Management the first step to developing a more comprehensive careers School build their careers across 39 different sectors. The
Table 11: Alumni sector distribution
Sector Number of alumni Accountancy 299 Banking/Finance 280 Education - Further/Higher 107 Information Technology/Management Systems 127 Local/National Government 71 Mechanical/Manufacturing Engineering 84 Other 138 Wholesale Retailing 93 Other Remaining 753
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key sectors are accounting, banking/finance, information managerial and specialist/consultant levels (see Table 12). technology/management systems, education –further/ Since exact positions can be ambiguous owing to higher, wholesale/retail, mechanical/manufacturing terminology differences, a more generic overview of the engineering and local/national government as shown in positions held by the alumni is provided, highlighting the Table 11. spread of their key positions as well as their key business functions within the organisation (see Table 13). Positions and salaries distribution The data indicates that we have a large set of alumni operating in the accounting and finance professions. Based on analysis of the total number of positions Many of our alumni hold managerial and directorial counted (n=1454) from the total record of Management positions, with many well-established alumni holding School alumni in the Alumni database (N=9629 including very senior positions. The other positions and functions no sector), which represents 15% of positions to the are spread widely across various areas. group, the analysis shows that the alumni of the Management School hold various positions from very Distribution of alumni salaries is shown in Table 14. senior level such as chairman/CEO/president, director to
Table 12: Alumni positions Positions Number of alumni Manager 347 Director 204 Accountant 128 Chairman/President/CEO 77 Consultant 77 Other remaining 621
Table 13: Alumni functions Functions Number of alumni Accounting 181 Finance 109 Sales 49 Marketing 47 Management 37 Operations/Logistics/supply chain 15 Human resource 9 Information system 7 Other remaining 919
Table 14: Alumni salaries Salaries boundary Number of alumni Less than 15,000 150 15,000 - 24,999 356 25,000 - 39,999 370 40,000 - 69,999 305 70,000 - 99,999 134 100,000 - 199,999 103 200,000 - 299,999 12 Over 300,000 24 Total 1454
University of Sheffield Management School I 53 3 Students
Geographical distribution This is the latest information available. Unfortunately, the peculiarities of the HESA survey requirements mean Based on analysis of the active postal addresses by that postgraduate data is always delayed by over 12 country (n=7444) from the total record of Management months, so while the undergraduate course destinations School alumni in the Alumni database (N=9629), which relate to those graduating in July 2008 (we have yet to represents 77% of active addresses, the data shows that publish the data for 2008-9 students), the postgraduate the Management School has a highly international students completed their courses in November 2007 and alumni body. Our alumni are distributed across 111 were surveyed the following year, 2008. Data for students different countries worldwide. The full distribution can graduating later has yet to be published. be found in the base room. The major geographical concentrations of our alumni are the UK, Malaysia, The survey only targets full time and part time graduates China, Hong Kong, India, Taiwan, Greece, Brunei based in the UK and EU. Some 313 were surveyed from the Darussalam and Singapore (see Table 15). UG courses, of which 217 replied. For PG, some 51 were surveyed out of which 38 replied. Due to the small sample It is difficult to get data employment on graduation and size of this survey, we should not over interpret the after six months. We attempted to gather this data during results from this analysis. Table 16 summarises the type the annual alumni survey and also administered a career of employment of graduates after six months. No data is update survey on line. Unfortunately there is no useful held for the situation at graduation, as the University is data to provide any meaningful analysis. However, the required to survey its graduating cohort six months after Careers Office has some data based on their survey. The completion of courses, as per HESA requirements. survey conducted by the Careers Office must conform to Generally, a majority of the graduates found employment HESA requirements and therefore reports on the after six months. A more detailed breakdown of employer, graduates’ situations in January 2009 for the type of work, sectors, geographical spread will be undergraduates, and April 2008 for the postgraduates. provided in the Base Room.
Table 15: Alumni geographical spread Country Number of alumni Brunei Darussalam 98 Greece 124 Hong Kong 288 India 209 Malaysia 482 People’s Republic of China 320 Singapore 92 Taiwan ROC 128 United Kingdom 4895 Other 808
Information is based on the current active postal address.
Table 16: Graduate employment after 6 months UG graduates PG graduates Full-time paid work 118 22 Part-time paid work 23 3 Work and further study 24 5 Further study 12 0 Assumed unemployment 17 4 Not available 21 4 Other 20 Explicit refusal 20 No information 94 13 Total 313 51
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Survey methods used include postal questionnaires, graduates to these firms. This suggests that the online questionnaire via The University’s Career website programme objectives are relevant to employability and and telephone follow-ups usually up to a minimum of 5 current job market and industry. or 6 attempts made. Email reminders are also sent. Full In the international job market, having an MBA details of how we conduct the surveys are at: qualification is well regarded as a career advantage. The http://www.shef.ac.uk/content/1/c6/06/08/93/datacollected.pdf, MBA is a generic management qualification which and a copy of this document will also be made available in enables graduates or alumni to take a strategic, the Base Room. leadership and management role in private, public or third sector organisations. Our MBA and EMBA have Major employers produced graduates and alumni that work in diverse sectors holding senior positions and have advanced their Based on analysis of the active work postal addresses career considerably. (n=1960) from the total record of Management School Though it is relatively new, our suite of MSc programmes alumni in the Alumni database (N=9629), which have also produced successful middle managers who are represents 20% of active addresses, the analysis shows now building their careers at major firms including that the alumni of the Management School work across Accenture and Deloitte. This meets the programme 1491 different organisations, ranging from large objectives which produce graduates and alumni with corporations and public offices to SMEs, across diverse generic and transferable management knowledge and sectors. Table 17 shows the major employers. This ranges skill sets. from major consultancy firms and banks to the university. The remaining employers are spread across various organisations. 3.9 Alumni Relations The University has a vibrant Alumni association. A Employment trends and programme centralised alumni support system has been running for objectives the last 18 months, based in the Development and Alumni Relations Office, with several staff, backed by a Employment trends, as indicated in the key employers’ sophisticated computer system. A cohesive international statistics, not only meet our current programme network of people linked to the University, and to each objectives but also provide an input to designing and other, is continually developing. The Development and launching new programmes. Alumni Relations Office provides a central point of The programme objectives for Accounting and Finance contact for former students who want to stay involved Management, and Business Management degrees at UG with, or support, their university. levels equip graduates with solid general management We recognised that, while of great value, the central and specialist knowledge and skill sets to compete in the University Alumni association’s service needed to be job market. Our graduates are employed by top supplemented by a specialised alumni presence within accountancy, finance and consulting firms, evidencing the School, catering specifically for the needs of the knowledge and skills sets brought by our alumni and
Table 17: Major employers Company Number of alumni Pricewaterhouse Coopers LLP 35 KPMG 33 Deloitte Touche Tohmatsu 29 BDO Stoy Hayward 19 Ernst & Young 18 HSBC 18 Grant Thornton 17 Barclays plc 14 University of Sheffield 14 PKF (UK) LLP 11 Royal Bank of Scotland Group plc 10 Other remaining 1742
Information is based on the current active postal address.
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Management School graduates. The above-mentioned enable professional and social networking. Dedicated MBA online networking facility represented an initial spaces are provided for UG, MBA, MSC and PhD alumni step, as did periodic alumni surveys. In 2009, an and also general Management School alumni. These Associate Dean for Alumni Relations was appointed to platforms are linked to the Management School LinkedIn develop the School’s alumni activities. This has led to a professional networking space to maximise networking number of new initiatives as outlined below. potential and benefits. Future plan: To sign up more alumni to join the Ning site Professional lecture series and to continue improving the alumni website. Our first AMBA-sponsored expert lecture for 2010 was presented by Jennifer Gershon, European Brand Director, Alumni career support and job Snickers and Milky Way. Jennifer is an alumnus of the opportunities University of Sheffield and shared her experience of working in a successful FMCG. Members of the Alumni Club are provided with access to career support and job opportunities. See The Sheffield Management Lecture - Richard Lambert, http://www.shef.ac.uk/management/alumni/career.html Director General, CBI presented the Sheffield Management Lecture in June 2010 at the Octagon Centre Job search opportunities via AMBA are also provided to at the University of Sheffield. members of the Alumni Club. See http://www.shef.ac.uk/management/alumni/amba.html MADE Entrepreneurship Festival in September 2010. Alumni were invited to participate and attend. The In partnership with the University Careers Office, a presentation was entitled ‘How to Make a Million before Career Support Officer at the Management School is Lunch’ and the speaker, Rachel Bridge, lead enterprise available to provide advice to current students and writer for the Sunday Times. This was followed by an alumni. informal reunion. A special discount was provided to The MADE Entrepreneurship Festival in Sheffield alumni who are interested in attending the 2-day provided an opportunity to alumni to network with business boot camp ‘MADE in 48 Hours’ with business business leaders for business, career and job benefits. guru, Doug Richards. Future plan: To include more international job/career Future plan: To engage with more alumni as speakers in opportunities for alumni and to promote career lectures and events. opportunities more widely to alumni.
Alumni Club magazine and newsletter Alumni annual survey The Alumni Club annual magazine and newsletter will In general, three alumni surveys are conducted every keep alumni in touch with news from the School, our year. academic team, old colleagues and friends. The first • The Management School Alumni survey (March) edition of the Alumni Club newsletter – Catalyst (available in the Base Room) has been published, and an • The Economist Alumni survey (May) e-version of this is available on the Alumni website. • The Financial Times Alumni survey Future plan: To enhance content of newsletter. (Summer/Autumn) The Management School has developed an annual alumni survey to explore in more detailed alumni career progress Alumni reunions and needs. This survey was administered face-to-face Two alumni reunions featuring distinguished corporate during graduation and via Survey Monkey. speakers have been held, one in Mumbai, and one in Future plan: To automate the annual alumni survey London. before and after graduation. Future plan: To hold annual regional reunions. Alumni giving Alumni website and secure online A professor within the School has been entrusted with networking site the task of developing a strategy for promoting Management School alumni donations, supplementing The Management School has set up a dedicated Alumni the central University efforts. website to promote alumni activities and alumni engagement. See http://www.shef.ac.uk/management/alumni/ Key objectives A secure online alumni networking site has also been Alumni activities support the School’s mission of established. This is delivered by Ning and it is set up to disseminating research-generated knowledge both within
56 I University of Sheffield Management School Students 3
and beyond taught programmes. Networking Management which requires students to spend their opportunities and skills update activities directly feed second year overseas. For postgraduate students we have into the career development of alumni. We realise that developed a very strong relationship with WU-Wien for a these activities did not receive the attention they 9-credit Summer School programme. We are developing a deserved in the past, and the School continues to face a similar relationship with Linköping, and are number of challenges in realizing its strategic objectives: investigating other opportunities. • Ensuring high alumni response rates to surveys to Our Erasmus and Study Abroad uptake is growing, thanks promote the profile of the School in league tables to concerted efforts by our International Officer to and to facilitate in redesigning taught promote the benefits to UK students who are notoriously programmes to promote employability. reluctant to go overseas. Table 7 in Chapter 2 shows the • Developing and implementing a strategy for fund student exchange flows. raising from School alumni. While the University The School helps students acquire inter-cultural skills has developed structures and processes for through ensuring diversity in the student body, group Alumni giving, at the moment revenue raised is work and team building exercises, through international generally returned to the central financial pool. business and joint Management and Modern Language We also believe that more Alumni would be willing degree programmes, through modules in comparative to give if donations were specifically directed to and international management at all levels, and through promoting the School. the use of case studies based on a wide range of different • Embedding and developing the School’s update national contexts. Students are taught in classes that are programme aimed at Alumni. international in composition and perform group work in internationally diverse groups. Coverage of international • Enhancing networking opportunities through business across the modules is excellent (a full table will more regular reunions worldwide and a dedicated be made available in the Base Room). web presence aimed at all Management School alumni. Incoming international students are provided with language support and assistance in finding In summary, since the inception of the new Associate accommodation both on campus and off Dean for Alumni Relations, the Management School has (http://www.shef.ac.uk/accommodation/). The started to accelerate alumni development activities. The induction phase encourages students to interact with Alumni Strategy may be found in the Base Room. Alumni those of different national origin, while the University development activities will continue to grow and play a has many societies that serve the interests of individuals key role in the development of the Management School. from a wide range of different national groups and faiths, offering further opportunities for students to promote their inter-cultural awareness and skills. 3.10 Internationalisation The School has an International Officer who provides The University is a major centre for languages in the School level support for students, and helps coordinate United Kingdom; indeed, very few UK Universities offer the School’s international exchange efforts in such a broad portfolio of European and Asian languages, collaboration with the School Manager and the or the broad range of research and applied expertise in International Exchanges Unit. these areas. Based on this, the School developed its joint Surveys have revealed that our alumni are employed in a Management and Modern Language programmes, wide range of national contexts, with evidence of mobility whereby students can do a Bachelors in Management and between countries. a modern language of their choice. A requirement for this degree is a year’s study at a university in the country of their language specialisation. Students graduate with Entry level language requirements expertise in Management and a chosen language. Few other universities can offer such a wide quality and At undergraduate level, though there are higher failure choice with regard to the latter as Sheffield, or so many rates of first sittings in modules at first year level, these opportunities to combine management with expertise in drop significantly after Summer resit periods. The higher languages other than English. Likewise, the MSc in failure rate is often attributed to the non-contribution of International Management allows up to 30 credits worth first year grades to the determination of degree of European and/or East Asian languages to be taken. classification. Nevertheless, failure rates are monitored and reviewed within the Management School and at We have a widely diverse student population, as noted Faculty level as part of the process of quality assurance. earlier, and this provides students with an international This is manifest in the review of student performance by perspective through group work and social interaction. module statistics presented at Examination Boards and However, as part of our reflections during the EQUIS considered further by the Learning and Teaching process, the School has developed programmes to send Committee. Failure rates above 20% are a cause for our students overseas for part of their studies. In addition concern and would be considered in the light of student to the BA Management Modern Language programmes, feedback and module leader reports to determine if there we have added the BA International Business
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are inherent problems in the teaching, the resources to requirement on a combination of years of corporate support the module, standards of achievement required experience and level of position. Three or more years’ of students, prior learning (by way of prerequisites if experience (ideally five) at managerial level has been appropriate) and/or the ability of students. Note a similar sufficient, in most cases, to allow admittance to the MBA. review would equally take place if all students were In some cases, three years’ managerial experience is attaining high levels of performance in modules, for allowed if other qualifying factors are outstanding. With example with more than 40 per cent achieving first class an increasing focus on corporate involvement at all levels grades, to ensure standards of achievement are of operation of the School, we are planning on having the challenging and appropriate. Advisory Board review the broad admissions process and Though the performance of students is often reflected by standards, in terms of attaining desired outcomes. This a normal distribution in the majority of modules, some project will be part of the Advisory Board’s agenda for may have a longer tail at the lower end. In the past, 2011. particularly at first year undergraduate level and postgraduate level, this has sometimes been attributed Corporate involvement in curriculum to English language abilities of overseas students. As a result the IELTS requirement was raised and the setting provision of English language support has been enhanced While there is a great deal of corporate involvement in to overcome this problem. For example, the IELTS the delivery of modules, in particular student project requirement for postgraduate entrants was raised to 7. modules which involve working with a business, it is the Advisory Board which is our formal communication channel with potential employers. Increasingly, we are 3.11 Corporate Links utilising their expertise to help shape the curriculum. Corporate involvement in admissions Concerns raised by the Board around employability skills, for instance, fed into the restructure of level one for AFM Admission onto the MBA programme is contingent on and BA Business Management students, and influenced demonstrating preceding relevant managerial experience the focus on management in context at the first year level and is thus contingent on demonstrating a preceding for the BA Business Management. corporate role. We have, to date, assessed this
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4. Faculty
The School should recruit, develop and manage its faculty in accordance with its strategic objectives and have sufficient core faculty to cover the major disciplines and constitute a viable body of distinctive expertise (i.e. a minimum of 25).
Strengths (Table A6 in Appendix 1 shows the individual profiles of faculty members). Twenty nine percent of our faculty are The research and teaching excellence of the faculty of non-UK origin. Our faculty includes nationals from is confirmed through a range of objective measures. Algeria, Bulgaria, China, France, India, Iran, Ireland, We continue to attract very high quality applicants Japan, Malaysia, Netherlands, Turkey, South Africa, and to vacancies in a wide range of disciplinary areas. We Vietnam. Thirty percent of our faculty are women and have undertaken a major new recruitment round in women are well represented across the School: two out of 2010, despite a national climate of budgetary seven of the School Management Team are women, and cutbacks in Universities. women constitute 35% of the Advisory Board. Our faculty numbers are growing in accordance with the Challenges School’s strategy (see Table 19 overleaf). Just under a third of our faculty is of non-British In late 2010, the faculty will be augmented by four new origin. We recognize that this needs to be enhanced Teaching Fellows and a new lecturer. In 2011, the through global recruitment, and the specific Strategic Development Fund investment detailed in targeting of potential job candidates. At the same Chapter One will fund four senior lecturers and five time, the School is committed to appointing the very lecturers in the research-strong areas of Accounting and best applicants, regardless of national origin. We Finance, Marketing, Logistics and Supply Chain also face the challenge of successfully inducting a Management, Leadership Management and large number of new staff into the research climate, Entrepreneurship. and organisational culture and processes of the School. A number of senior scholars will be retiring in the coming years, and this raises challenges of 4.2 Quality of Core Faculty succession planning. Faculty who do not hold doctorates generally hold specialist postgraduate degrees in Accounting, and a senior professional qualification. All new faculty must Priorities have a PhD. Exceptions will only be made in the cases of Our priority is to complete the next recruitment either junior appointments where the candidate in round, and to adequately plan for succession given a question is close to completion of their PhD and has number of forthcoming retirements. We recognise already demonstrated an ability to get her/his work that diversity needs to be enhanced through global published in recognised peer-reviewed journals, or in the recruitment, and the specific targeting of potential case of senior appointments where the candidate already job candidates via the personal networks of existing has an extensive track record of sustained publication in faculty. high-quality, peer-reviewed journals and/or high standing in her/his profession. We are a mid-sized School, with 4.1 Core Faculty Sufficiency good representation across all the core functional areas of Table 18 below summarises the overall faculty profile. management.
Table 18: Faculty profile
International Number of Percent Average Doctoral faculty countries female age degree held represented 29% 14 30% 48 82%
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Table 19: Faculty staffing levels 2006-2010
2010 In Out Name Rank Name Rank Jane Binner Professor Alan Murray Lecturer Alok Choudhary Lecturer Stephen Wood Professor * * Tim Vorley Lecturer Suzanne Richbell Senior Lecturer * * Nicki Newman Teaching Associate Jim Mould Teaching Fellow * * Michael Frize Teaching Associate David Holman Senior Lecturer * * Mohammad Rajjaque Teaching Associate * * Barry Pierce Teaching Associate * * Joining Management School late 2010 2010 T Total 7 5 56 61 including new Teaching Associates and Lecturer 2009 In Out Name Rank Name Rank Bradley Barnes Professor Phil Wright Professor Shuxing Yin Lecturer Gill Musson Reader Neng Jiang Lecturer Marina Martynova Lecturer Carolyn Axtell Senior Lecturer Peter Jennings Senior Lecturer Rod Nicolson Professor Marc Goergen Chair Kamal Birdi Senior Lecturer David Holman Senior Lecturer Malcolm Patterson Senior Lecturer Christine Sprigg Lecturer Chris Stride Senior Lecturer
2009 Total 10 5 51
2008 In Out Name Rank Name Rank Naoko Komori Lecturer Luke Pittaway Senior Lecturer Hang Le Lecturer Rob Huggins Senior Lecturer Jim Mould Teaching Fellow David Collings Lecturer Sara Nadin Lecturer David Heyes Teaching Fellow Dermot Breslin Lecturer Jane Frecknall Hughe Senior Lecturer Peter Jennings Senior Lecturer Chendi Zhang Lecturer 2008 Total 6 6 51
60 I University of Sheffield Management School Faculty 4
Table 19: Faculty staffing levels 2006-2010 (continued)
2007 In Out Name Rank Name Rank Patricia Murtagh Lecturer David Heald Professor 2007 Total 0 2 53
2006 In Out Name Rank Name Rank Daragh O’Reilly Lecturer Annie Wei Lecturer Colin Williams Professor Josephine Maltby Chair Denise Fletcher Senior Lecturer Kamel Mellahi Chair Harry Sminia Lecturer Pauline Dibben Lecturer (now SL) Andrew Brint Lecturer Sunil Sahadev Lecturer David Collings Lecturer Marina Martynova Lecturer Chendi Zhang Lecturer Yingqi (Annie) Wei Lecturer 2006 Total 12 2 43
Our intention is to expand our postgraduate provision Interdisciplinarity further, which will require some increases in staffing across all the functional areas of management. In the The Faculty has a strong inter-disciplinary orientation, short term, our priorities are to ensure any ebb of staffing reflecting both ambitious research agendas and good is exceeded by the inflow. Most faculty leaving have been inter-collegial relations. For example, operations and resignations, however, several faculty are approaching the accounting faculty collaborate in studying green supply retirement age, and this will involve succession planning. chain issues, and finance, international business and HR Recent senior appointments have been made in Finance faculty in studying governance, firm finance and HR and in Marketing, and new lecturers have been appointed outcomes. Such collaborations allow for both innovative in HRM/OB and in Enterprise. new insights and a broader range of high-quality publication opportunities. Such collaboration feeds into teaching through the incorporation of inter-disciplinary- Faculty size, composition and strategic inspired sessions in subject specific modules, and the use objectives of multi-faceted case studies. As noted above, our strategic objectives necessitate expanding the faculty in terms of selected key disciplines Strengths and weaknesses of Faculty, and general critical mass. Despite cutbacks in shortfalls and planned remedial action government funding to UK universities, the University has allowed the Management School to continue The Faculty has recognized strengths in the broad area recruiting in view of the strategic importance of the of people management (HRM, OB, Work Psychology), School to the University. This has given the School accounting, and enterprise, and an increasing presence confidence in its future strategic planning. in strategy and international business. Historically, the School was weak in the area of marketing, but this has
University of Sheffield Management School I 61 4 Faculty
been partially redressed through the appointment of a for tertiary institutions. The use of part time staff new marketing professor, who has been entrusted with increased to cover that shortfall. The School is actively developing this area. There are two main challenges recruiting to combat the increase in the student/staff remaining. The first is to expand the faculty ratio. Two new lecturers have been appointed this year – commensurate with the introduction of new in HRM and Enterprise – and a Chair of Finance. In programmes, and to plan for succession given scheduled addition, four teaching fellows will commence in late retirements and the ebb and flow of faculty. The 2010. The rationalisation of programmes (most notably University has recognized the need to consolidate growth the reduction of our portfolio in Sport and Leisure through new appointments, despite general constraints Management and the ending of the Science with in the UK budgetary environment, and so this process Enterprise degrees) has allowed us to redirect resources will now commence, with 11 appointments in the next to areas of growth. The University recognizes the need for year. The departure of a number of senior faculty from improved student/staff ratio and has therefore approved the Institute of Work Psychology has presented an extensive recruitment programme, as outlined above. challenges of renewal. The appointment of an interim Director from the Psychology Department with significant leadership and distinguished research National context experience represents an important step in this Faculty within the United Kingdom do not enjoy tenure, direction. The second is to deepen research. There is a but are accorded permanent employment rights after a relatively small tail of faculty who are unlikely to produce probationary period. Salaries for non-professorial faculty publications of sufficient quality to merit inclusion in the are agreed through centralized processes; professors have coming Research Excellence Framework (REF) individual contracts, but within a broad pay framework. submission. The School is actively working to reduce the size of this tail through sustained mentoring, and encouraging joint work between senior and emerging Non-core teaching resources scholars across disciplinary areas. In 2009/10, the 81% of the School’s teaching was undertaken by core staff and 19% by non-core staff. The 4.3 Overall Faculty Mix School has a long-term objective of reducing the amount of teaching undertaken by non-core Faculty, and has The faculty has evolved through the development of converted the bulk of non-core teaching into four new expertise in international business and through new Teaching Fellow posts. The teaching loads for IWP leadership appointments in marketing and work Faculty are lower, reflecting its research institute status. psychology. New appointments have done much to strengthen the research profile of the School, confirmed Non-core faculty do not hold formal faculty status. They by the very much stronger performance in the last RAE, are hired on an hourly basis to provide tutorials (break- compared to the preceding exercise. out sessions from formal lectures) and other support for core faculty with respect to undergraduate teaching (most notably tutorials), and related course support. Student staff ratio Teaching assistants/non-core faculty are entitled to the normal degree of administrative assistance enjoyed by The increase in the student/full time staff ratio and in the core faculty, as well as office and IT facilities. Many are number of part-time staff since 2008 (see Table 20) is due PhD students who use this as an opportunity to gain to a number of factors. A number of staff left when the professional experience. Their total work hours are university went through a voluntary rationalisation monitored by Division Heads and are capped at 180 hours programme in response to the decrease in public funds per annum.
Table 20: Student/Staff ratio 2007-10
2007-8 2008-9 2009-10 Full time Staff 51 51 56 Part time Staff 32 62 82 UG Students 1145 1196 1439 PGT Students 212 314 296 PGR Students 68 71 77 Total Students 1425 1581 1812 Student: FT Staff 28 31 32 Student: All Staff 17 14 13
62 I University of Sheffield Management School Faculty 4
The quality of teaching by non-core faculty is monitored • External examiners. Subject specialist external in the same manner as core Faculty: through peer examiners scrutinise all coursework requirements observations, student evaluation questionnaires, and and exam papers and samples of scripts. The through feedback from Staff Student Forums. external examiners comment on overall standards, the appropriateness of assessment methods, and fairness and consistency in 4.4 Faculty Management Systems marking. All external examiners have to provide a formal report to the University’s Learning and Standards, monitoring and expectations Teaching Services (LeTS), which is then reviewed The School Management Team regularly reviews research by the teaching team and the programme leader standards, in the light of changes to the Research and a formal response made to the LeTS. Specific Assessment Exercise/ Research Excellence Framework points for action are implemented. In parallel, a (RAE/REF) criteria, and best practices in the sector. We summary of key points raised by external have increased our criteria for consideration for entrance examiners and the School’s responses is prepared into the coming REF to four articles of an international and considered by programme committees and standard of grade 3 (ABS) list or equivalent (top 15) ISI the Learning and Teaching Committee. A copy of status. the code of practice for external examiners may be found in The Base Room. It underpins the At the level of research, faculty members meet regularly independence of the office of an external with their research mentor to review progress, examiner. supplemented by annual meetings with the Associate Dean for Research and the Dean. Progress is actively All faculty are assigned a teaching mentor, who is an monitored and advice provided for improvement. experienced senior colleague who can advise and assist faculty members in both procedural and presentational The School expects excellent teaching. The quality of issues. The system provides additional informal support teaching is monitored through the following and developmental assistance on a continuous and mechanisms: flexible basis. In addition, the School operates the • Student surveys. Student Evaluation University’s peer observation of teaching system. Within Questionnaires (SEQs) for all modules are each academic year, colleagues will observe and comment conducted at the end of each semester. The on a teaching session. Recognising and rewarding findings are communicated to the teaching team. excellent teaching is part of the University’s Learning, Recent student surveys have highlighted high Teaching and Assessment Strategy. Faculty are eligible degrees of satisfaction with relevant modules. for special Senate awards for excellence in this area. A Summaries of SEQs can be found in every module member of the Management School recently received this box, and module boxes are available for inspection award. in the Base Room. The Staff Review and Development Scheme allows for • Staff Student Forum meetings. Regular meetings further evaluation of contribution to, and improvement take place between the teaching team members in, teaching and learning, research and general and student representatives. Reports of the contribution to the School on an annual basis. meetings are presented to the relevant Faculty are allocated to subject divisions, according to Programme Committee, and issues for action their expertise. Their immediate line manager is their followed up. Division Head, who in turn is accountable to the Dean of • The annual National Student Survey (NSS) the School. provides comparative evidence on student learning experiences. • The Programme Management Team may directly Planning processes deal with student concerns. More serious issues In the light of overall strategies, the School has to develop are referred to the Course Committee or, where an annual academic plan, which encompasses staff necessary, the School Management Team. Issues resourcing needs. Full details on the Academic Planning are then addressed, students receiving a report Process may be found at back email or the answer reported at the next Staff http://www.shef.ac.uk/pgs/information/planning Student Forum meeting. round/academic_projections.html • Reviews of results. The relevant Programme Examination Board scrutinises results of individual modules. The teaching team analyses Integration and workloads discrepancies in results, and causal issues Integration and the dissemination of the central School discussed. These issues are then taken into culture of research are facilitated through the above account by the relevant teaching team in planning mentioned mentoring systems. As noted above, part-time for assessment, and general module structuring faculty have access to the full range of support facilities and presentation, for subsequent student cohorts. and same levels of access as full-time Faculty. Part-time
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faculty are required to attend meetings within their 4.6 Faculty Appraisal, Review and subject groupings and staff seminars within the School Promotion and across the University. Their part-time status is irrelevant in terms of expectations for undertaking Faculty are subject to annual review under the Staff research, teaching and administrative duties and Review and Development Scheme (SRDS). This scheme responsibilities depending upon the nature of their provides for an evaluation of performance and progress contractual agreements. The only difference between over the preceding year, and identifies further part-time and full-time faculty lies in the proportion of development needs. In terms of the use of this scheme, it attributable time within the workload model. The School is a principle of SRDS that “all staff should have the is committed to promoting a good work life balance. In opportunity, at least annually, to reflect on development several cases, faculty are on part-time contracts owing to undertaken and to discuss and agree future development family/childcare commitments. The School has developed needs to help meet their objectives”. It encompasses a a workload model, the details of which are set out in chance to review and receive feedback, and reflect on how Appendix 2. they have “met the requirements of their job summary, how well they have met their own objectives and how they have contributed to meeting departmental and, where 4.5 Faculty Recruitment and Induction appropriate, University objectives”. For further information, see: The Management School submits a strategic case to the http://www.shef.ac.uk/hr/policies/review/srds.html Faculty Resource Team, chaired by the Pro-Vice . This document is also available in the Base Room. Chancellor, for approval to appoint or reappoint posts. The School is responsible for designing subject-specific job specifications, job advertisement content, etc. All Quality of research positions are advertised through the press, and online media. Recruitment interview panels are dominated by Faculty undertake annual research review meetings with School representatives, but include a senior member of the Dean and the Associate Dean for Research. the Faculty. In the case of Chair level appointments, more than one representative of the central University will be present at interview level. The School is committed to Quality of teaching best practice in equal opportunities (see the University Student Evaluation Questionnaires (SEQs) and Equal Opportunities policy at independent peer review provide evidence of quality in http://www.shef.ac.uk/ssid/welfare/equal). The teaching. These are independently reviewed by the School has always attracted very high quality applicants Teaching Quality Manager, and problems are then taken to vacant posts. We believe this success is due to the up with the relevant member of Faculty, and the head of profile of senior faculty and the collegial working the relevant subject group. environment in the School. All faculty undergo an induction briefing on joining the School. They meet with the Dean and mentors facilitate Promotion and retention their integration. There is a formal process regarding promotion, which All new lecturers must be in possession of – or undertake occurs on an annual cycle. The Management School’s and successfully complete as a condition for their Promotions Committee meets to consider each member appointment being confirmed – the postgraduate of faculty and support staff to determine if there is a case Certificate in Learning & Teaching (CiLT) or equivalent for promotion, following University guidelines of what postgraduate teaching qualification. This initial level of performance is expected at each grading level. professional development course is compulsory for all Where there is a case for promotion, the supporting new lecturers at the University of Sheffield. It offers an documentation is prepared for the Faculty Promotions introduction to learning and teaching, curriculum design Committee, where the final decision is made. The Dean and assessment methods. The observation of teaching is of the Management School is a member of the Faculty an important part of this course and is used as a basis for Promotions Committee which considers the cases for reflection in one of the portfolios that faculty enrolling promotion to Senior Lecturer, Reader and Chair across on the course will produce. On completing the course, it the Faculty. is possible to receive the certificate or join a MEd course Full details on the University’s promotions policy may be with a 60-credit exemption through Accreditation of Prior found at: http://www.shef.ac.uk/hr/policies/promotion Learning (APL). The University’s reward strategy may be found at: http://www.shef.ac.uk/hr/policies/pay/reward.html These documents are also available in the Base Room.
64 I University of Sheffield Management School Faculty 4
Feedback development. The SRDS process and mentoring system provides necessary support in this area. Staff meetings provide a formal mechanism for Faculty to give feedback on, and provide input to, the running of All faculty have to lodge their updated CVs with the Dean the School. Faculty members have the opportunity to annually, encompassing up-to-date information on meet with Division Heads and/or the Dean to discuss publications, administrative experience, relevant skills personal concerns, and to give additional feedback on a and developmental activities. Also lodged with the Dean’s one-to-one basis. office are peer observations of teaching and SRDS reviews. In addition to the CiLT for new faculty, the University’s 4.7 Faculty Workload Management HRM Section provides short courses and training in a The School workload model aims to allocate lecturing range of areas relevant to university administration and fairly, taking into account administrative and other general professional development. Finally, within the university commitments. The School workload model is School, regular Faculty development events (e.g. on provided in Appendix 2. personal tutoring, supervision, etc) and Away Days provide forums for skills and knowledge development in a range of areas (e.g. applications for research grants) are 4.8 Faculty Development held. This is in addition to the support provided for attendance at academic conferences. All faculty have to undergo an annual review under SRDS, Faculty have the opportunity to regularly interact with as discussed above. This provides faculty with an the management community through School organised opportunity to reflect on their progress over the past events (e.g. the public Annual (Sheffield) Management year, performance outcomes, and to identify priorities in Lecture), events held by bodies such as the Chartered terms of development needs in the light of overall School Management Institute on School premises, and through strategy. a range of other activities, such as the IWP Business Briefings; details are provided at Career development/continuing http://www.shef.ac.uk/management/events/ . professional development Faculty members regularly participate in the internal life of professional organisations such as the Chartered Faculty are expected to keep abreast of developments in Institute of Personnel Development, the Chartered their field on an ongoing basis, and, in the case of those Management Institute, the British Psychological Society, with teaching commitments, to continuously develop and academic organisations (see Table 4.4). With regard their pedagogic skills. The School offers staff support to to the latter, faculty members have held leadership attend academic conferences, provides for a system of positions in the British Academy of Management. The sabbaticals, offers academic seminars, publishes School hosted the 2010 British Academy of Management occasional papers, and promotes the sharing of good Conference, the largest conference in the UK for practice. Several senior members of staff have taken Business/Management School academics. advantage of the training opportunities provided by the Association of Business Schools, including the Learning Faculty evidence their awareness of recent advances in and Teaching, and General Manager programmes. the field through publication in international standard journals. Applied publications and consulting activities evidence awareness of modern business practice. Financial support The School HR strategic plan is provided in the Base The School and the Faculty provide an allocation of Room. The following dimensions all pertain to strategic monies to research-active faculty to attend academic planning for faculty development: conferences, including disciplinary, trans-disciplinary i) Enhance the role of Division Heads to play a and pedagogical events. Funding is contingent on a paper more pro-active role in the management of being formally accepted by the conference organisers and faculty. accepted. Future conference funding is contingent on a ii) To adjust the workload model in line with track record of successfully converting conference papers changes in resources and priorities. into peer-reviewed journal articles. An additional fund provides limited support for domestic travel and iii) To develop a School specific, more detailed administrative expenses for preliminary research work description of the rights, duties and and networking. The School has a system of regular responsibilities of a Sheffield Academic. sabbaticals. All faculty are entitled to a sabbatical period iv) To encourage the deepening of the research for research each time they complete seven semesters of culture, with a particular focus on enhancing work in the University. collegiality and joint working. Planning and recording of faculty development activity v) To provide effective incentives for excellence The School supports faculty to undertake training and in teaching and research.
University of Sheffield Management School I 65 4 Faculty
vi) To promote faculty internationalisation. attract sufficient national diversity in applicants, and vii) To promote faculty corporate links. actively monitor the international composition of faculty. viii) To adequately plan for succession. 4.10 Corporate Links This is resourced in four ways. Firstly, there is the normal Table A7 in Appendix 1 lists the School’s corporate budgetary allocation for wages and salaries. Secondly, partners and the nature of our partnership. Significant there is the workload model, which includes time for numbers of our faculty are exposed to the world of citizenship activities (including mentoring). Thirdly, management through research and consultancy there is the promotions process, which specifically collaborations, thus ensuring professional relevance of incentivises faculty to develop their capabilities and the our programmes. Present activities are not only of quality of their work (in terms of teaching, outreach and sufficient numbers, but also depth. Organisations with research). Increases in salary costs in the case of whom our academic staff are involved at a practical level promotions are subsumed under the general salaries bill. are public and private, small and large, local and Finally, faculty are allocated an additional sum of £2000 international. In some cases, student development is part per annum to cover professional development activities, of the relationships between School and corporation. including conference attendance. Students can become involved in the consultancy work. Projects that begin as student projects can become longer-range projects extending past graduation. 4.9 Internationalisation Increasingly, we are encouraging this development, particularly in response to a slowing job market. Practical As noted above, 29% of our faculty are of non-UK origin. experience that extends beyond the degree, under the includes nationals from Algeria, Bulgaria, China, India, aegis of experienced academics, adds an invaluable Iran, Ireland, Malaysia, Netherlands, Turkey, South dimension to students’ learning experience and CV. Africa, and Viet Nam. The diversity of the faculty helps promote an international perspective and facilitate the Practicing managers are intimately involved in a wide use of examples drawn from other national contexts. variety of modules from guest lecturing on a topic that is their specialty, to judging competitions, assisting in The School currently has five Visiting Professors: two workshops and competitions and providing data and from the USA and three from China, Spain and Turkey. resources for student projects. The Rolls Royce module Thirty-five percent of Faculty have formal experience of is sponsored by Rolls Royce, who take an active part, from teaching in 30 different countries, including Australia, running competitions to providing opportunities for New Zealand, India, China, Japan, South Africa, Hungary, internship at the completion of the degree. Greece, Sweden, Finland, Bahrain and the UAE, among others. In addition, many faculty have experience The Sheffield economy is dominated by SMEs and the conducting research abroad in a very wide range of public sector, limiting the opportunities for executive contexts (see Chapter 5). Over the last five years, 47 of the education (excluding part-time EMBAs). Engagement in 56 faculty have attended 233 conferences in 51 different the HEFCE-funded Innovation Leaders project, and the countries, in roles ranging from presenter to chair and developing suite of executive education programs organiser. Between them, the faculty speak twenty growing out of this project, including Business Advantage different languages at fluent or native level, not including (detailed in Chapter 10), will increase our ability to meet English. regional and national objectives in terms of skills development. This will also enhance opportunities for The primary requirement for faculty status is proven engagement with external organisations that will benefit research excellence at an international level. As we both research and teaching activities. recruit worldwide, we are confident of continuing to
66 I University of Sheffield Management School Research and Development 5
5. Research and Development
The School should regularly produce original contributions to knowledge that are effectively disseminated. These should demonstrably make an impact on one or more constituencies that are strategically important for the successful development of the School: academic peers, management professionals, students, etc.
Strengths 5.1 Positioning of Research Within the We performed well in the last Research Assessment School Exercise (RAE), comparably to our direct competitors and to many EQUIS- accredited schools Mission of the University in the UK. New appointments of highly research- The School’s aims and objectives are consistent with the active staff enable us to look to the coming Research University’s mission: Excellence Framework (REF) with confidence. • To discover and understand • Our University works to improve the world by Challenges seeking to understand it To become a top-10 ranked UK Management School for research, as measured by the RAE/REF, at a time Current position when many competitor schools are raising their own game. The University of Sheffield is one of the UK’s leading universities, with an international reputation for excellence. The 2008 Research Assessment Exercise Priorities (RAE) confirmed the University’s ranking among the top ten in the Russell Group, the association of leading UK • To grow research grant income, with the goal research-intensive universities. On the basis of the of achieving an average research grant income 2006/07 Higher Education Statistics Agency (HESA) of £30,000 per capita p.a., or a total of annual returns, the University was ranked 10th in the UK £1,500,000 p.a., as defined by the REF/RAE on total research grant and contract income, 7th for UK • All staff to publish high-quality research in Research Council income and 11th for postgraduate top-ranking peer-reviewed management and research student numbers. On an international level, we business studies journals. The target is the are ranked 28th in Europe and 88th in the world by publication of at least four articles in China’s Shanghai Jiao Tong 2010 academic ranking of international-level journals (ABS grade 3* or world universities, while Newsweek ranks us 18th in above) between 2008 and 2012 Europe and 70th worldwide. Our research goal as a • To improve the wider impact of our research, University is that by 2020 we will be one of the top 5 not only on academe (e.g., citation rates), but universities in the UK based on peer review assessments. also on the wider economy, society, culture and Presently, 56 academic staff are employed in the public policy, both locally and globally Management School, of which 16 are professors. In the 2008 RAE, the Management School was ranked joint 16th nationally in Business and Management Studies out of 90 universities (up from 24th in 2001). A total of 95% of research activity in the School submission was judged to be of international quality in terms of originality, significance and rigour, 60% world-leading or internationally excellent, and 15% world-leading.
Table 21: RAE 2008 Quality profile of the Management School University of Sheffield Management School % of research activity in the submission judged to be: Grade point average 4* 3* 2* 1* 0 15 45 35 5 0 2.70
4* Quality that is world-leading in terms of originality, significance and rigour 3* Quality that is internationally excellent in terms of originality, significance and rigour but which nonetheless falls short of the highest standards of excellence 2* Quality that is recognised internationally in terms of originality, significance and rigour 1* Quality that is recognised nationally in terms of originality, significance and rigour 0 Quality that falls below the standard of nationally recognised work, or work which does not meet the published definition of research for the purposes of this assessment
University of Sheffield Management School I 67 5 Research and Development
Table 22: Business and Management Results - RAE
University 2008 grade point % of 4* research Number of faculty average submitted London Business School 3.35 55 90 Imperial College 3.20 35 48 Cambridge 3.05 35 45 Cardiff 3.00 35 115 Bath 2.95 30 63 King’s College 2.95 30 28 LSE 2.95 30 86 Oxford 2.95 30 53 Lancaster 2.95 30 113 Warwick 2.95 30 131 Manchester 2.85 25 182 Strathclyde 2.85 25 89 Leeds 2.85 25 70 Nottingham 2.85 20 90 Cranfield 2.80 25 46 Sheffield 2.70 15 43 Aston 2.70 15 89 Loughborough 2.70 15 57 Birmingham 2.65 20 47 Durham 2.65 15 49 Exeter 2.65 15 24 Royal Holloway 2.65 15 44 Queens Belfast 2.65 15 44 St Andrews 2.65 10 22 City 2.60 15 95 Queen Mary 2.60 15 26 Southampton 2.60 15 36 Leicester 2.55 15 36 Bradford 2.50 15 41 Kent 2.50 10 39 Newcastle 2.50 10 40 Reading 2.50 10 38 Surrey 2.50 10 46 Glasgow 2.50 10 22 Birkbeck 2.45 10 32 East Anglia 2.45 10 21 Kingston 2.45 10 21 Liverpool 2.45 10 39 York 2.45 10 17 50 Other UK Schools Received Lower Ratings National profile 2.55 17 3.338
68 I University of Sheffield Management School Research and Development 5
Table 22 is the overall league table for Business and 10 in terms of income, or £25,000 per capita p.a. to Management Schools in the 2008 RAE. It shows that approach the top 10 ranked overall. almost all Schools above us are significantly larger. The In the RAE 2008 period, comparing our research conclusion, therefore, is that for our size, we are punching income/capita with EQUIS-accredited competitors, Table at the top of our weight. 2 in Chapter 1, RAE 2008 Income: UK competitor Table 1 in Chapter 1 shows that we are ranked in the analysis, reveals that we had a greater average income middle of the UK EQUIS-accredited schools on this league than our five competitors combined. It should be noted, table. moreover, that these figures are the research income figures submitted to the RAE. In reality, for all institutions, total gross research income is likely to be Research grant capture greater. The RAE had very tightly defined descriptions of Table 23 documents the total external research income, as what constituted research income for RAE purposes. defined in RAE terms, during the last RAE period from the start of 2001 to the end of 2007. 5.2 Portfolio of Research and Since then, and despite the recession, the School has Development Activities continued to grow its research income. Indeed, grant capture remains an explicit part of departmental Research at the University of Sheffield’s Management research strategy. The pursuit of grant capture, however, School has been transformed over the past five years. Our is not in this strategic research plan confused with the strategy has been to grow our existing strengths and to goal of increasing School income. It is grant capture to target agenda-setting areas which afford staff across our produce new knowledge/data for publishing and REF discipline range exciting opportunities to cooperate in purposes. To increase School income, it is far more developing interdisciplinary research groups and centres. effective and efficient for the Management School to A long-standing strength has been human resource accept more international postgraduate students. Grant management, in which Institute of Work Psychology capture therefore is not our principal, or most effective, (IWP) researchers are central. Founded in 1994 (jointly means of increasing School income. with the Department of Psychology), the IWP is world- It is also important to recognise that Table 23 does not renowned and has incorporated the ESRC Centre for document total external research income, merely Organisation and Innovation and the Rolls Royce research income which is counted as income for University Technology Partnership for Design. RAE/REF purposes. Nevertheless, in RAE/REF terms, the Underpinned by funding from British Aerospace School is under-performing relative to our peers on Engineering, the then UK Department of Trade & research grant capture. It will be necessary, in Industry, ESRC, EPSRC, European Commission, Health consequence, to significantly improve this over the REF and Safety Executive, and the NHS, key contributions period 2008 - 2013. have been made in the areas of human resource management, innovative work practices, employment In RAE 2008 (over 7 years), although we ranked 16th relations and health organisations. overall out of 93 schools, on income we only ranked 37th out of 93, earning £2.87m in total or £66,303 per capita. If Our success in growing new areas of interdisciplinary our aim is to approach the top 10 Schools in income collaboration is exemplified by the founding of the terms, we need to shift from earning under £10,000 per Enterprise & Regional Development Unit in April 2005, capita p.a. to £30,000 per capita p.a. to approach the top upgraded to the Centre for Regional Economic & Enterprise Development (CREED) in May 2007. This
Table 23: Total external research income during the last RAE period
Source 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 Total OST/OSI Research 225,118 110,976 134,412 106,840 81,795 87,629 170,253 917,023 Councils et al UK-based charities 15,031 28,450 3,955 0 0 7,407 4,839 59,682 Other government bodies 161,210 -33,847 62,066 0 42,497 232,774 334,107 798,807 in the UK UK industry, commerce and 115,824 162,104 127,936 142,871 109,447 142,015 21,753 821,950 public corporations Government bodies in the EU 10,964 -4,310 12,487 30,050 22,919 51,218 145,672 269,000 Other 000001564,302 4,458 Overall totals 528,147 263,373 340,856 279,761 256,658 521,199 680,926 2,870,920
University of Sheffield Management School I 69 5 Research and Development
added regional development and entrepreneurship to an Centre for Enterprise and Regional already strong presence in Small and Medium-sized Development Enterprise (SME) research, and expanded coverage at a range of spatial scales from local through to CREED focuses on regional development, enterprise and international. As a result there has been major funding small business management. The vision of the Centre is from both the EU and the ESRC and a widely-publicised to become a leader in these areas of management impact on national and international policy with respect research and education. As well as the traditional work to regional competitiveness and the informal economy. of research and learning, CREED develops and manages a range of projects. In recent years, it has proven In 2009, the Logistics and Supply Chain Management successful in becoming a leading global centre for the cluster became the Logistics and Supply Chain pursuit of research on the informal economy, particularly Management Research Group, reflecting the growing informal entrepreneurship. portfolio of research conducted in this field by the School. The School’s supply chain management research is part of a network with global reach into Asia, the United States Logistics and supply chain management and Europe and a policy-relevant focus on reverse logistics. The Logistics and Supply Chain Management (LSCM) Research Group is an international research centre that At various stages of maturity, the School’s other research focuses on research, development and application of contributions cluster around Responsible and leading edge multi-disciplinary work which impacts on Sustainable Business; Governance; International logistics and supply chain management, nationally and Business and Strategy; Management Accounting; Public internationally. We work with various stakeholders Sector Accounting and Management; Finance; and including academics, industrialists, businesses and Research Methodology. While all of these have registered policy makers on R&D, knowledge exchange, consultancy, examples of recognised outstanding contributions, it is executive education and training. the clusters of work addressing research methods and the different dimensions of governance which are having a The LSCM Research Group comprises both national and strong collective impact. There has been international international members and partner acclaim for our research on corporate governance, which institutions/centres/universities. The LSCM Research includes specialisations in boardroom pay, the impact of Group is linked with a core mirror group in the South the liberalisation of network industries and the links East European Research Centre (SEERC) in Greece, three between governance and innovation in China. consortiums, and 35 international partners. The relationship between individual subject divisions and the research centres is a matrix one. Individual members 5.3 Management of Research Activities of subject groups will participate in the Centres either on a project-by-project basis, or in a longer-term At Faculty level, the Interdisciplinary Centre of the Social administrative and leadership role within the centre. This Sciences (ICOSS) coordinates activity and encourages allows for an effective use of resources, with the Centres team-working on research themes while the Public being able to call on specialised expertise as and when it Services Academy (PSA) seeks to do the same but more is required. The School developed these centres as key in relation to knowledge exchange. At University level, collaborative ventures which focus and project our and supported by the Research & Innovation Services, research within the School, across the University of interdisciplinary project officers facilitate cross- Sheffield and internationally. Additional information on university research on three themes: energy and the the activities of the IWP and the various centres will be environment; the digital world; and healthcare. At School supplied in the Base Room. level, research is overseen by the Research Committee, chaired by the Associate Dean Research, which reports to the School’s Management Team. Research activity is The Institute of Work Psychology currently structured into various Research Centres and Clusters, as displayed in the Table 24. The expectation is The Institute is one of the world’s largest and most that over time the Clusters will become more formalised successful centres for research and development in work Research Centres with their own strategic plan. psychology. Links with researchers in other countries are central to its programme, and many international visitors are welcomed every year. The aim of the Institute’s research programme is to combine scientific quality with practical relevance. In scientific terms the emphasis is on developing and testing theory about the effects of work on employee well-being and performance, and doing so using rigorous quantitative and qualitative methods, with particular emphasis being placed on the use of longitudinal and change studies. Further details on the IWP may be found at http://www.iwp.dept.shef.ac.uk/
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Table 24: Research Centres and Clusters in the Management School
Research Centres Research Clusters Institute of Work Psychology (IWP) Research Methods and Research Practice Centre for Regional Economic & Governance Enterprise Development (CREED) Responsible & Sustainable Business Logistics & Supply Chain Management (LSCM) International Business and Strategy Finance Management Accounting Marketing Public Sector Accounting and Management
The School Research Committee • ensuring that research-related administrative procedures are clear and accessible As noted above, research in the School is under the leadership of the Associate Dean Research, assisted by Its specific responsibilities are: the School Research Office. The School Research • To ensure that roles of the Associate Dean for Committee provides a forum for decision making and Research, the Associate Dean for the RAE, Heads support. Membership of the Research Committee: of Division and Professors in the prosecution of • Associate Dean for Research, Chair the School’s Research Strategy are clearly articulated • Head, AFM • To hear reports from the Associate Dean for • Non-Professorial rep AFM Research on the development of the School’s • Head HRM Research Strategy • Non-Professorial rep HRM • To hear reports from Heads of Division on the • Head MG development of Divisional Research Strategies • Non-Professorial rep MG • To monitor the expenditure of the School’s Research Budget • Director, PhD programme • To monitor the growth of the School’s Research • Ethics Officer income • Dean, ex officio • To monitor the development of internal and • Secretary external research partnerships, particularly the partnership with the IWP and SEERC The general responsibility of the Committee is to oversee and progress the School’s Research Strategy by: • To delegate the creation of an annual series of research seminars to a member of the Committee • supporting the work of the Associate Dean for and hear reports on its success Research • To delegate the development of the School’s • supporting the work of the Associate Dean for the Working Paper series to a member of the RAE Committee and hear reports on its progress • supporting the work of Heads of Division • To delegate the development of a library of staff • facilitating the leadership role of Professors in the publications to a member of the Committee and School’s Research Strategy hear reports on its progress • developing the quality of the School’s research • To delegate the development of the research environment section of the School’s web page to a member of • supporting high quality publication by academic the Committee and hear reports on its progress members of staff • To monitor the development of the School’s • developing incentives to, information about and external research profile support for research funding applications • To establish a Doctoral Programme sub- • promoting the external research profile of the committee to oversee the PhD programme and School hear reports from its Chair (the Director of the Doctoral Programme) • ensuring that the School’s research activities comply with the requirements of the University’s • To monitor staff development and training within Ethics Policy the research area
University of Sheffield Management School I 71 5 Research and Development
• To monitor the development of research • costing research grants and helping prepare the mentoring URMS forms • To hear reports on the progress of the School’s system of research mentoring To ensure that only high quality doctoral students are • To appoint an Ethics Officer to oversee the admitted, relatively strict entrance requirements are School’s Ethics policy and hear reports on currently employed. To provide incentives for them to compliance with University Ethics Policy come to Sheffield, various reward systems have been put • To approve Visiting Scholar/Professor in place, including fee waivers, and funding for two applications Graduate Teaching Assistants (GTAs) in 2009. In addition, an application to ESRC in 2009 was successful to fund • To receive Study Leave reports two 2-3 year ESRC Conversion Fellowships to allow people • To delegate the Associate Dean for Research, from other disciplines or from practice to become finance and/or other members of the Committee as and accounting academics. A three-year sponsorship deal appropriate, to act on the Committee’s behalf in has also been secured for these Fellows from the relevant order address specific issues which may be professional associations, namely ACCA and ICAEW. brought to the Committee’s attention Since September 2008, the School has provided all new • To receive an Annual Report from the Associate staff with a £2,000 start-up fund to be used for whatever Dean for Research and the Associate Dean for the the staff deem necessary and useful (e.g., new laptop, RAE on the progress of the School’s Research software, seed-corn funding for a pilot survey, conference Strategy expenses, travel to meetings). Minutes of meetings will be provided in the Base Room. All existing staff members now receive a research allowance of £2,000 per annum. Traditionally, this was used to pay for presenting papers at conferences. We have Operational issues since 2008 encouraged staff to use it for wider purposes (e.g., pump-priming research grant applications, small As research centres, IWP, CREED and the LSCM are three pilot surveys) so as to facilitate future grant capture. of the key vehicles for perpetuating a research culture in the School, along with high-quality research publications In May each financial year, furthermore, all remaining and research grant applications in core research areas. research monies not ear-marked are accumulated and Although we have not in the past set research income applications are invited for this surplus. Applications targets for individuals or groups, grant capture is that are likely to lead to future grant capture are discussed in SRDS and our annual research review of all prioritised, such as pilot surveys. It is too early to tell if academic staff. Colleagues are very aware that grant it is successful in generating income. income is important not only for individual career A number of incentives are used to encourage staff to progression but also for REF purposes. pursue research grant capture. These include: During 2009, the Research Methods and Research • a financial incentive is paid into the discretionary Practice cluster emerged out of the common interest, and accounts of staff. We offer 3% of the total research national- and international-level involvement, of many income that counts as research income to the existing staff in this area. The intention during the next School for REF purposes; year or so is to explore the feasibility of developing other new research clusters. For example, one potential • there is a workload allocation for research income research cluster is in the area of Undeclared and (which counts as research income for REF Illegitimate Work, a field being examined by several purposes), as follows: colleagues and in which the School has the opportunity • <£20,000 0 hours on workload in year to quickly forge a unique international competence. awarded To enhance clerical support for research, in 2008 a • £20,000 - £49,999 50 hours on workload in year Research Office was opened. The part-time administrator awarded responsible for doctoral students expanded her role to • £50,000 - £99,999 75 hours on workload in year research support and we also appointed a part-time awarded apprentice to provide support. Their roles in this regard include: • £100,000 - £249,999 100 hours on workload in year awarded • disseminating research grant opportunities (by helping staff develop individually tailored and • £250,000+ Hours to be negotiated individualised digests of research opportunities) a research support service for preparing grant bids from • laying out articles according to journal style our Research Office. This currently includes help with guidelines (e.g., setting out references in the identifying grant opportunities and with costing journal style) proposals.
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An annual staff research review scheme was implemented excellent in terms of originality, significance and rigour”. in 2008 coupled with more active research mentoring in We have requested that over the five-year period, 2008- 2009. The annual staff research review is conducted by 2013, all faculty produce at least four publications of this the Dean and Associate Dean Research who conduct one quality. To determine whether this has been achieved, we hour face-to-face research reviews with each member of use the ABS list of journal rankings to judge whether a academic staff. A questionnaire forms the basis of this publication has been published in a journal with a grade review meeting. This provides an opportunity to mentor 3* or 4* ranking. each and every member of staff on an individual basis. The School also has a formal research mentoring system. All staff have a research mentor, there is a formal 5.6 Impact of Research research mentoring system, and an accompanying School Detail on the specific impact of research in the School is Handbook for Research Mentors and Mentees (available summarised in Section 5.10 below. in the Base Room). A thorough review of the research mentoring system took place in 2009, in part to re-assign mentors and to provide new guidelines on research 5.7 Distinctive Expertise mentoring. The School enjoys traditional strengths in the areas of HRM/OB/Work Psychology and in accounting. It has a 5.4 Integration of Research Into Faculty developing critical mass of researchers in international business, strategy, finance, and marketing, in line with Workload the expansion of the School in all these areas. All members of academic staff receive a workload allocation of 40% of their total time to pursue research activity. In addition, they are entitled to apply for a 5.8 Development and Innovation semester of study leave/sabbatical for every seven The School is committed to promoting innovation in semesters worked in the University. The intention of the terms of research, teaching and in terms of corporate School is to seek to safeguard this overall envelope of time outreach and developing new tools for management. in which research is conducted. Details of this process are provided in Chapters 2 and 10, and in the above discussion. Details of engagement with business and other stakeholders is provided in Chapters 5.5 Research Output 7 and 10. Table 25 overleaf details the output of the core faculty over the last five years. It can be seen that 24% of our output resulted from international collaboration and 41% 5.9 International Features of R&D from cross-institutional collaboration. The School’s research agenda is far from being purely In line with the Mission, the bulk of the School’s research locally-oriented. It is international in the sense that: is directed toward academic audiences. However, a Research conducted is of an international standard significant component of research funded by government departments and private firms feeds into both academic • Faculty are involved in international research and professional publications, thus the divide between teams these two areas is partially an artificial one. It might seem • The content of the research is regularly based on that the amount of pedagogic research conducted is other nations and regions relatively small. However, it should be noted that, in line • Faculty produce joint publications and participate with the Mission, our academic research should inform in edited collections and journal special issues teaching. This is done through the use of theoretical with leading scholars worldwide knowledge and examples informing teaching, through the incorporation of the latest research of staff into reading • International and overseas funding for research is lists, through the generation of case studies, and in the regularly won setting of agendas in terms of the development of new • Faculty present at international conferences modules and programmes at both undergraduate and postgraduate levels. A key objective of the School research strategy is to encourage all staff to produce at least four articles of a quality that is internationally excellent in terms of Research potential of core faculty and originality, significance and rigour. How this is facilitated recruitment has been discussed above. The outcome is to manage the School’s R&D agenda in a way that contributes to global The current research potential of the staff is measured by thought leadership. Indeed, the School’s strategy is that their ability to achieve publications that are of grade 3* all staff should be doing so. quality as judged by the Research Excellence Framework. This is defined as “Quality that is internationally
University of Sheffield Management School I 73 5 Research and Development
Table 25: Research Output of the Core Faculty 2006-10
Number Number of items Number of items Number of items of items jointly produced jointly produced resulting from by 2 or more by cross- international members of institutional collaboration1 School collaboration All scholarly articles in international 482 112 267 158 refereed journals [i.e. ABS Grade 2*, 3* or 4*] All scholarly articles in national 141 39 74 58 journals [i.e. ABS Grade 1* journals] Papers in international academic 573 174 255 155 conferences Books (e.g., research monographs) 46 5 25 9 Chapters in books 158 9 65 27 Textbooks 23 6 9 4 Chapters in textbooks 31 2 8 4 Articles in professional journals 74 0 36 5 Papers in professional conferences 45 0 11 0 Studies and reports commissioned by 80 18 16 1 UK companies and governmental agencies Studies and reports commissioned by 22 0 6 10 on-UK companies and governmental agencies Other collaborations with companies 46 0 2 1 and governmental agencies Studies and reports produced as part 34 2 31 31 of an international network Published case studies 11 0 4 2 Published teaching materials 14 4 6 5 Transferable Programme Innovation 5 2 2 3 Doctoral theses completed 22 6 0 0 Doctoral theses supervised 123 38 13 12 Doctoral theses supervised to completion 91 26 22 12 Other (please describe) 40 2 8 0 Total Number 2061 442 849 497
Members of the faculty conduct research directed at academic, pedagogic and professional audiences.
Table 26: Staff academic contribution 2006-10
TOTAL Learning & TOTAL Contributions TOTAL Discipline Based Pedagogical Research to Practice Research SCHOOL TOTAL 47 92 1242
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In all the research it conducts, the School speaks to a with their transferability cross-nationally. This was later global audience and seeks to influence global debates. Its extended in a subsequent independent project success in this regard can be measured by the 2008 RAE successfully won to include all 27 EU nations. Following results. Ninety-five per cent of all research output this, the European Commission in 2009 asked Prof submitted was considered of a quality that is recognised Williams to lead a report on the feasibility of establishing internationally in terms of originality, significance and a European platform to tackle undeclared work and to rigour, with 60 per cent judged to be of quality that is consult all national governments. His current work, internationally excellent in terms of originality, therefore, has not only provided one of the principal significance and rigour and 15 per cent judged to be vehicles used by national governments to share world-leading in terms of originality, significance and experiences on what works and what does not, but is now rigour. directly involved in creating new European-level International academic visitors are invited to the School institutions for the European Commission in order to to contribute to the overarching research culture. These address this pan-European problem. can range from visits of one year duration to short stays A second example is the work of Denise Fletcher on of a few days. Energy2B, which is seeking to help entrepreneurs bring The School has an extensive programme of inviting to market commercial innovations in energy conversion academic visitors to the School. When doing so, the by helping entrepreneurs on a pan-European level bring intention is often to join together a staff seminar, and their ideas to market via entrepreneurship boot camps. encourage their interaction with PhD students and also This is funded by the European Commission which has to forge new research projects with them. awarded Dr Fletcher over €1,000,000 to bring these innovations to market. A recent example of such a contribution is that of Dr Anjula Gurtoo of the Department of Management at the In a report in 2004 for the Small Business Council, Prof Indian Institute of Science in Bangalore who was invited Williams proposed various innovative ideas with regard for a two day visit to the School in June 2010. Dr Gurtoo to creating a bespoke business support and advisory participated in one-on-one hour-long tutorials with four service that would provide a ‘transition service’ to help PhD students, led a Masterclass on the Informal Economy small businesses working off-the-books to legitimise their for research students and academic staff and delivered a business ventures. His recommendations were staff seminar on her research on the informal economy subsequently welcomed by the Chancellor of the in India (conducted jointly with Prof Williams). This Exchequer in his November 2004 pre-Budget speech and research was awarded the 2010 Best Paper in Women’s the government was asked to explore the feasibility of Entrepreneurship award by the U.S. National Women’s implementing them. Since then, central government has Business Council (the advisory panel to the US President implemented a pilot project in Hartlepool to test the and Congress on economic issues important to women effectiveness of such a transition service and just business owners) at the International Council of Small recently, Wandsworth Borough Council in London has Business (ICSB) 2010 World Conference in Cincinnati in committed £350,000 to establishing such a transition Ohio. service in Roehampton, Tooting and Battersea (having commissioned Prof Williams to write the tender Part of our internationalisation strategy is to develop specification for this bespoke business support and research projects with overseas colleagues and also forge advisory service). new collaborative partnerships with high-quality Business and Management Schools overseas. The Other examples come from work currently being Associate Dean Special Projects is currently taking the conducted by the LSCM Research Group. lead in developing such partnerships. Low carbon futures supply chain. The University of The School also has a relationship with the South-East Sheffield Management School and its LSCM Research European Research Centre (SEERC) in Thessaloniki, Group partners with the Centre for Low Carbon Futures Greece, which is part of the International Faculty of the (CLCF), a research and demonstration centre focusing on university, and provides a vehicle for conducting research low carbon innovations for industry. Low carbon in the Balkans. Collaboration with SEERC with regard to innovations being explored at CLCF include low carbon research grant applications will continue to be supply chain, carbon capture and sequestration encouraged, as will joint supervision in relation to PhD technology, low carbon economy, bio renewable, carbon students. accounting, investment models and standards. Researchers in this project are looking into new ways of reducing the carbon emissions associated with 5.10 Links Between R&D and the commercial supply chains, and ultimately aim to understand how companies can change how they operate Corporate World in order to maximise output, whilst also minimising A first example is in the realm of tackling undeclared economic costs and their environmental footprint. work. In 2007, Prof Williams was invited to produce a Carbon and supply chain modelling. Using the WiLCO ‘knowledge bank’ of best practice policy measures to software tool developed by corporate project partners tackling undeclared work across five countries, along SEAMs, LSCM mapped companies’ current emissions
University of Sheffield Management School I 75 5 Research and Development
sources, helping them to develop more environmentally- However, to recognise and reward impact activities, we friendly products. These strategies identified the least- will need to develop a finer-grained hierarchy of types of cost strategy to meet defined performance and impact so as to help us make decisions on what types to environmental standards. The team took a holistic, pursue and support and which not to pursue and systems view of the whole supply chain process in order support. For example, the provision of policy advice on a to optimise output, known as the balanced green supply particular issue to the European Commission or World chain system or (BGSCS) approach. Through identifying Bank is probably of a higher-order than the provision of ‘hotspots’ the team made supply chains more efficient. In policy advice on that same issue to a national government addition, by focusing on multiple companies operating in or one of its constituent departments, and such national- a single supply chain, the team can calculate the carbon level policy advice is doubtless of a higher order as an footprint of each product, thereby allowing companies to impact activity than providing that policy advice to local work collaboratively to make carbon savings right across government. Akin to the well-defined hierarchy of journal the supply chain network. The team are now working on rankings, therefore, a hierarchical order of impact added functionality for their WiLCO software which will activities will need to be developed to determine what enable companies to further reduce their carbon should and should not be pursued. footprint, CO2 emissions and energy consumption. It will also need to be decided whether all academic staff Until now, we as a School have not allocated workload should pursue impact activities or whether such activity hours to knowledge transfer activities, beyond the hours should be confined to a more limited range of staff who allocated to an Associate Dean (Knowledge Transfer). can more easily display an impact. This therefore will need to be addressed in our current review of the workload model. We will also need to either extend the money provided under the ‘research allowance’ to explicitly include such activity and/or establish a separate School pump-priming pot for encouraging engagement in such activities. Engagement with policy-makers, along with private, public and third sector organisations needs to be actively encouraged, just as in the past we encouraged a focus upon publishing in high-quality academic journals. This can be perhaps most effectively achieved by rewarding engagement with wider stakeholders in the workload model. There is also perhaps a need for research/consultancy conducted by individual staff under the University Consultancy service to be better recorded by the School, along with its impacts, and for all individual staff to maintain a record of the impacts of their research.
76 I University of Sheffield Management School Executive Education 6
6. Executive Education
The Management School has a nascent Executive Education component which is covered in Standard 10 – Corporate Connections. EFMD has ruled that Standard 6 – Executive Education is not applicable.
University of Sheffield Management School I 77 7 Contribution to the Community
7. Contribution to the Community
The School should have a clear understanding of its role as a “good citizen” within the local, national and international communities in which it operates. There should be evidence that the School’s contribution to society is supported by a range of activities outside of normal academic activity. Furthermore, the School should proactively promote ethical behaviour and corporate responsibility as fundamental values underpinning its educational objectives and its own internal and external operations.
Strengths 1.1 Community Outreach The School has a proud record in promoting critical The School conducts applied research activities in perspectives. Socially responsible perspectives collaboration with a range of governmental and non- permeate both teaching and research. governmental organisations worldwide. The School mission is, inter alia, to create and disseminate knowledge for the benefit of wider society. One of the Challenges most striking examples of research activity with a There are three major challenges: relevance to the wider community was the School’s pioneering development of Critical Accounting. This • Expansion of programme provision poses the seeks to raise awareness as to the ethical challenges, challenge of ensuring that social responsibilities and shortcomings in the accounting responsibility and sustainability are profession. More recent work has examined the area of promoted throughout the curricula. Accounting and Sustainability, an area of focus that has • Enhancing existing community outreach now become increasingly topical. Our research interests activities and ensuring greater international retain a deep concern for social issues. relevance in this regard. A table summarising faculty activities related to social • Sustaining a tradition of critical scholarship contribution and individual developmental issues through a process of normal ebb and flow of worldwide will be made available in the Base Room. Given staff, and given overall expansion in faculty. the richness and depth of this activity, two case studies of individual projects are provided below: Priorities Case One: Colin Williams The School conducted an audit of CSR, sustainability and ethics components within the curricula as its Establishing a European platform for tackling first activity on joining the PRME initiative. This has undeclared work provided a valuable benchmark, raising awareness of the need to infuse these issues into new Across the 27 Member States of the European Union programme provisions. In accordance with its (EU-27) as well as EFTA countries, national findings, our priorities are to: governments have invested a great deal of effort in developing and testing various policy approaches and • Assign a PRME Coordinator/ ‘Green’ measures to tackle undeclared work Until now, champion however, the emphasis given to cross-national • Organise an induction on CSR and SD for new cooperation has been rather less than one might have students, both in the Management School and expected. in the IWP Reflecting this, the role of international cooperation • Provide case studies and qualitative and in the prevention and fight against undeclared work quantitative teaching material has gained increased priority as a policy matter in • Use the research mentoring system to raise the EU and in Member States’ agendas. At present, awareness among new faculty as to existing most cooperation occurs on a piecemeal country-by- research activities within the School, and open country basis. More concerted coordinated action the possibilities for new synergies. between labour inspectorates, and other relevant monitoring and enforcement bodies to prevent and • Strengthen engagement with community/ fight undeclared work, has been the exception rather business partnerships than the rule. In consequence, it is now widely recognised that there is a need to explore the feasibility of establishing a
78 I University of Sheffield Management School Contribution to the Community 7
European platform to coordinate actions between Case 2: Pauline Dibben labour inspectorates, and other relevant monitoring and enforcement bodies. The precise configuration of Research in Mozambique - seeking to make a this platform for coordinated European action, contribution to social betterment however, will need to be fully debated and an In terms of research perspective, this project takes a evidence-base is required to enable that discussion broad political economy approach, evaluating factors and debate to take place in the clearest of terms. such as the impact of privatisation on public sector Professor Colin Williams of the Management School employees, but also engaging with institutional has been selected by the European Commission to theory and examining how the complex network of provide the evidence-base and a series of policy relationships at national and supranational levels options so as to enable an informed discussion and impacts on employment relations and the role of trade debate. unions. Primary research has included the analysis of large scale surveys and also in-depth qualitative A feasibility study will be conducted during 2010 on research involving interviews and observation. establishing a European platform for cooperation between labour inspectorates, and other relevant Recent research in Mozambique has included a series monitoring and enforcement bodies, to prevent and of fieldwork visits in 2005, 2006, 2007 and 2009. These fight undeclared work, funded by the European visits have included 58 in-depth ‘elite’ interviews with Commission [No. VT/2009/049]. This will learn from participants at director level in a range of the lessons of not only previous attempts to seek organisations including: government departments cooperation in other spheres of activity at a European such as Industry, Commerce, Quality Standards and level and/or cross-nationally but also gauge evidence Privatisation; employer and trade union bodies; and views from across the full range of interested ASSOTSI, the main organisation representing the parties across governments and social partners in EU informal sector; the Mozambican news agency; and member states and beyond. non-governmental organisations. In 2005 and 2006, interviews focused on the political, economic, and This research will be conducted in collaboration with regulatory context, while those in 2007 and 2009 were Dr Piet Renooy of Regioplan Policy Research in the directed towards gathering a greater understanding Netherlands, Ruslan Stefanov of the Center for the of employment relations and the regulation of the Study of Democracy (CSD) in Bulgaria, Professor informal sector. Charles Woolfson of Linköping University in Sweden and Roeland Hartman, international labour law Mozambique has experienced colonial rule and civil expert at Holland Van Gijzen Attorneys. war, resulting in the devastation of infrastructure. The country also suffers from high levels of poverty. The current project builds upon Professor Williams’ Life expectancy is only around 40 years of age. The involvement in earlier European-wide research private sector workforce is largely composed of small including the design of a 27-nation survey of firms, while the majority of workers (75 percent) are undeclared work for the European Commission employed in the informal sector (undeclared work). implemented by Eurobarometer in 2007, and the There is reasonably comprehensive labour legislation, recent production for the European Foundation for but a lack of enforcement. the Improvement of Living and Working Conditions of a good practice ‘knowledge bank’ evaluating the In general terms, the intention is to raise the profile of effectiveness and transferability of over 100 policy this country in the West. More specifically, measures used in 27 EU member states. publications arising from it have sought to: influence the role of international institutions in supporting emerging economies such as Mozambique; identify potential strategies for coordinating improvements to infrastructure in order to alleviate poverty; and provide constructive recommendations for how trade unions and government might better address the concerns of vulnerable workers.
Academics are free to initiate such projects and relationships as long as they adhere to the University ethical guidelines (available in the Base Room). Such activities are coordinated via the School research office. School seminars and research committee meetings serve as forums for the dissemination of best practice. The School’s overall contribution to the local environment has included: • Collaboration with the local business community
University of Sheffield Management School I 79 7 Contribution to the Community
in the development of modules aimed at Our academics and students also work with SIFE developing student consulting skills through (Students in Free Enterprise) to run a local Dragon’s Den serving local SMEs (e.g. New Venture Planning, involving children from local schools. Experiencing Enterprise). Students are encouraged and supported by their Personal • Promoting debate and disseminating knowledge Tutors in the logging of such activities in their Personal through hosting events organized by professional Development Plans (PDP), a portfolio of work a student associations, public lectures (e.g. the highly develops during the course of their studies. The PDP popular Annual Management Lecture), and process encourages reflection as to the importance and through the Innovation Leaders initiative. relevance of community involvement, and helps define • Encouraging faculty involvement in the service of the Sheffield Graduate. the community. Staff members serve as members of local school boards, as directors and trustees of Services to the management education charities and other community organisations, as active members of local sporting, business and profession environmental groups, and, in one case, standing The School encourages faculty involvement in academic for the Green Party in the last general election. and professional associations. The former includes the Our academics are also deeply involved in community Association of Business Schools and the British Academy organisations, with 46% engaged as volunteers either as of Management (BAM). The School hosts the 2010 BAM members or as leaders. Conference in September, the theme of which is Management Research in a Changing Climate. This is the most prestigious management studies conference in Extra-curricular student activities Britain, run by the leading management studies association in the country, and represents an expression In addition to the opportunities for engaging with local of confidence by the peer community in the capabilities firms, students engage in a wide range of non-profit and and profile of the Management School. The conference humanitarian activities through societies supported by focuses on adapting to long-lasting economic downturns, the University. These range from human rights issues to guiding policy makers and business leaders in difficult religious and political associations to sports clubs . The economic times, and moving to sustainable economic School seeks to raise student awareness of such issues models. Regeneration and transformation are the key through both its introductory suite of modules in concepts. It is appropriate that the city of Sheffield should management, through later modules that focus on both be the forum for such debate. From ‘steel city’ to ‘green CSR ethical issues. city’, Sheffield knows a great deal about economies in The School is an active member of Business in the transition, and what is needed to move away from Community (BITC), an organisation bringing professional traditional industries as global economic conditions services to community projects. For example, over the change. last three years, volunteer undergraduates of the The School covered the registration fees of faculty Management School have participated in a number of wishing to deliver papers as a means of encouraging Business Action on Homelessness activities: greater involvement in BAM. • 2009, Job Coach Training session, providing School involvement in professional associations includes facilities and working as volunteer job coaches, accounting professional bodies, such as the Institute of training homeless job seekers in job application Chartered Accountants in England and The American skills. Accounting Association, the Chartered Institute of • 2008, Action Day, in which student volunteer job Marketing, the Chartered Management Institute, and the coaches met homeless job seekers to support them Chartered Institute of Personnel and Development for a period of 6 months in job hunting, (CIPD). Such involvement includes regular involvement motivation, writing applications and practicing in activities, hosting and logistical support of meetings, interview techniques. office bearing in such associations (e.g. the Editorial • November 2008, June 2009 and November 2009, Board of the CIPD), and actively encouraging and Ready to Go sessions. Full Day training for clients supporting student engagement with them. The Dean of in preparation for their two-week work placements the School has been elected twice to the BAM Council. He has also recently been co-opted onto the Association of Through the School’s representatives at BITC, Jon Business School’s Research Committee. Table A8 shows Burchell and Sara Nadin, the University provided the faculty involvement in professional and academic training facilities. organisations. In another example, BITC has a CARES scheme which The School has further contributed to the development refurbishes community organisation premises. In 2009, of management education through pioneering the use of Management School students not only refurbished the new forms of online delivery: we piloted MOLE in the client’s premises (Wybourne Young People’s Community University of Sheffield, an on-line learning system now in Centre), they raised enough money to replace the kitchen. wide use.
80 I University of Sheffield Management School Contribution to the Community 7
Corporate responsibility The Ethical Business. London: Palgrave (now in 2nd Edition). Central to the School’s identity has been a focus on responsible and socially accountable research and The University itself is committed to energy conservation teaching. As noted above, the university pioneered and recycling Critical Accounting (see, for example, Tinker, T. and (http://www.shef.ac.uk/environment/policy-2009.html), Puxty, T. 1995. Policing Accounting Knowledge. London: and to promoting student welfare and supporting Paul Chapman; Laughlin, R. 1999. “Critical Accounting: students with special needs Nature, Progress and Prognosis”, Accounting, Auditing http://www.shef.ac.uk/ssid/welfare/. These policies and Responsibility Journal, 12. 1: 73-78). Critical will be available in the Base Room. Accounting seeks to understand and promote debate on the limitations of existing accounting practices and the conflicts of interest that might arise through firms providing combined auditing and consulting services. The School’s development of Critical Accounting proved remarkably prescient, given later controversies to engulf the accounting profession, ranging from the Enron scandal to the 2008 economic crisis. Views expressed and arguments developed by staff that appeared daring and controversial at the time have now become mainstream. The School retains a research interest in the relationship between accounting and issues of wider concern and responsibility, with present interests centring on sustainability issues, focusing on problems and issues such as public sector accounting in the context of privatisations and public private partnerships, and environmental management accounting. We are very proud of this tradition, and we seek to actively perpetuate and deepen it through the research mentoring process, seminars, and Away Days. The School has growing expertise in corporate governance, including a burgeoning portfolio of socially relevant work in this area. Governance research undertaken in the School ranges from examining the efficiency of different governance systems (including the role of regulation) to investigating the effectiveness of specific governance instruments at the level of individual firms, industries or organisations. It covers and combines expertise in accounting, economics, finance, taxation and HRM. The School has a formal code of ethics http://www.shef.ac.uk/management/research/ethics.html, and an Ethics Officer who has responsibility for approving new research initiatives in line with the code. The School Research Committee provides a forum to debate arising issues of ethical concern. Ethical issues, sustainability and CSR permeate the teaching at the School. In addition to specialise modules on ethics and CSR, ethical issues are considered in Budgeting and Control, sustainability in relation to environment pollution is considered in Managerial Economics, social and environmental accounting is considered in Strategic Management Accounting, employment discrimination legislation is considered in Industrial Relations, and social marketing is covered in Marketing. A comprehensive table showing where these issues are integrated into the School’s degree programmes will be made available in the Base Room. Ethical issues and CSR in teaching are further supported through the authoring of textbooks in these areas by faculty. For example, K. Mellahi, K. Morel and G Wood.
University of Sheffield Management School I 81 8 Resources and Administration
8. Resources and Administration
The School should be able to demonstrate financial viability and institutional continuity, with physical resources and facilities to provide a high quality learning environment and with sufficient high quality administrative staff and processes to support the School’s range of activities.
Strengths for its full-time academic staff and shared offices for its part-time staff, in line with the sector’s best practice. The The University and the Management School are building also has a number of high standard seminar established players, with well developed learning rooms, a postgraduate common room, a staff lounge and support structures, and a superb campus a number of computer labs that provide workstations for environment, including excellent leisure, residential both UG and PG students. The building is also home to and library facilities. The budgetary model allows the Department of Economics. IWP is housed in a surpluses to be carried over, allowing for significant separate building on Mushroom Lane and those premises reinvestment. also offer high quality office and computer facilities, together with a meeting room. The School’s PhD students Challenges occupy rooms in both buildings and are also housed in several other locations across the campus, including the The School has expanded in faculty size and in ICOSS building. taught programme provision. At the same time, Over recent years, the School has invested funds in competitor schools have raised the bar in terms of refurbishing the entrance hall of 9 Mappin Street and in levels of facilities, including exclusive postgraduate upgrading the fixtures and fittings of a number of its teaching rooms and high quality public space. This main seminar rooms. In addition the School upgrades, on has necessitated a reconsideration of physical a regular basis, the computer equipment in the computer facilities. It is intended that the School move to a lab reserved exclusively for PGT students. The general much larger building on campus, incorporating maintenance of the buildings is the responsibility of the lecture rooms. This poses logistical challenges, and University’s Estates Department and all requests for has resource implications in view of the need for a repairs/alterations are logged and monitored by the high quality refurbishment. School’s Enquiry Officer. The lower than anticipated arrival rate of successful The School’s undergraduate students are lectured in a applicants in the 2009-2010 academic year number of lecture theatres located across the University highlighted the importance of ensuring a better campus. Lecture theatres are booked using the conversion rate in this area in future, to make for University’s central venue booking system which more stable revenue flows on a year-to-year basis. allocates lecture space according to the size and specific requirements of an individual student class. A preferred Priorities venue for the School is St George’s lecture theatre which is within a five-minute walk of the School building and A high priority is ensuring significantly more offers a high quality teaching experience inside a suitable physical space in view of the expansion of converted church. the School and to match competitors. We are: The School uses the ICOSS building, located within a five- • moving the MBA lecture spaces to higher minute walk of the Management School, for teaching its quality premises. 2010 intake. Executive MBA students. This building offers a high- quality teaching facility, which is reserved exclusively for • moving the School to larger premises with the School’s use. better social spaces. 2012 after renovations are completed in 2011. The School’s PGT students are taught mainly in the adjoining Stephenson Building, a facility that is shared • The School is also devoting more attention to with other University departments. Its lecture theatres managing relationships with successful offer comfortable seating and excellent audio visual applicants, to improve the facilities. The facilities have been improved in response to acceptance/enrolment ratio in order to student feedback from Student Staff Forums and student facilitate long term budgetary planning. personal tutors, leading to the refurbishment of one of the Stephenson lecture theatres. All the University’s 8.1 Physical Facilities and the Learning lecture theatres are equipped with computer access (WiFi and LAN) and high quality audio visual facilities. A Environment number of seminar rooms in the School, and a number of The Management School’s current premises at 9 Mappin lecture rooms across the University, are equipped with Street provide high quality, sole occupancy office space smart lecterns that allow written input to be projected directly. The University of Sheffield offers a safe, pleasant
82 I University of Sheffield Management School Resources and Administration 8
and well-equipped learning environment for its students. premises that will support both this strategy and In addition, the University offers superb residential enhance the student experience. We are currently in the accommodation, much of which has been constructed process of relocating MBA teaching to one of the most within the last three years: prestigious venues in the University, The Edge, with http://www.shef.ac.uk/accommodation/ exclusivity and features in line with best practice in the it offers excellent sport facilities: sector. Executive MBA students will also be moved to the http://www.shef.ac.uk/usport/ and it is home to one Edge. of the most successful student unions in the country: The relocation of the MBA teaching to The Edge is the http://www.shef.ac.uk/union/. The combination of first step in this direction. Long term, the Management these facilities, together with the fact the University is School will relocate to the Crookesmoor Building, once a based very close to the Peak District, makes Sheffield an major refurbishment programme has been carried out. attractive destination to both home/EU and overseas Once suitably refurbished, the Crookesmoor Building will students, at both UG and PG level. provide the kind of facility more fitting to the However, the Management School currently lacks a high requirements of the Management School. It is intended quality facility for public meetings and networking, that the relocation will take place at the end of the together with exclusive teaching facilities for its PGT 2011/2012 academic year. students. The Management Team recognises that, as with other successful management schools, the provision of a high quality teaching environment and public space, for 8.2 Financial Resources the exclusive use of its PGT students and visitors, is a Table 27 sets out the School’s financial resources, broken priority that requires the long-term commitment of down by source of funding, for the years 2005/06 – resources. Since the School’s future strategy is based on 2009/10. (2010/11 figures were not available at the time of the expansion of both its staffing levels and its PGT writing, but will be available in the Base Room). degree programmes, this increases the need to have
Table 27: Income Summary (£)
Actual Actual Actual Actual Budget 2005/06 2006/07 2007/08 2008/09 2009/10
£000 £000 £000 £000 £000 Undergraduate home/EC fees Teaching 889 1460 2095 2561 2885 Undergraduate Overseas fees Teaching 909 1043 1249 1510 2192 HEFCE funds Teaching 2013 2104 2211 2147 2259 Sub Total 3811 4607 5555 6218 7336
Postgraduate Home/EC fees Teaching 59 293 376 331 599 Postgraduate Overseas fees Teaching 621 1529 1940 2887 2382 HEFCE funds Teaching 12 47 62 47 78 Sub Total 692 1869 2378 3265 3059
Postgraduate Home/EC fees Research 12 41 30 20 43 Postgraduate Overseas fees Research 96 180 202 218 254 HEFCE funds Research 55 46 19 18 38 Sub Total 163 267 251 256 335
HEFCE QR Research 371 387 296 296 912 Research Grants Overheads 117 115 32 40 152 Franchise/validation fees 300 301 333 335 61 Other 3 0 4 0 0
TOTAL INCOME FOR YEAR 5457 7546 8849 10410 11855 TOTAL EXPENDITURE FOR YEAR 3936 4217 4075 4486 5392 CONTRIBUTION TO UNIVERSITY 1521 3329 4774 5924 6463 CONTRIBUTION AS A %AGE OF TOTAL INCOME 27.9 44.1 53.9 56.9 54.5
University of Sheffield Management School I 83 8 Resources and Administration
The School has been through a period of steady growth The UK government supports university activities via the over the past five years, seeing its income rise from Higher Education Funding Council for England (HEFCE). £5,457K in 2005/06 to £11,855K in 2009/10 (an increase of Funds are allocated to support both teaching and about 117%). research activities and these funds are allocated at The School’s income is derived mainly from its UGT and Sheffield to the relevant school/department, based on PGT fee income together with the corresponding HEFCE student numbers or research activity as appropriate. The funding (see below). During the past five years, this income streams from the School’s UG programmes are source of income has contributed between 83%-91% of viewed as a stable source of income, with future income total income, with the balance being made up of PGR fees, levels being predictable. It is felt that there is a greater additional HEFCE funding, research grant overheads and degree of uncertainty with respect to PGT income due to franchise/validation fees. various factors, including the current economic climate. However, whereas UGT fees (including HEFCE funding) FTE numbers at undergraduate level have grown steadily contributed 70% of total income in 2005/06, this had in recent years and the demand for places on the School’s dropped to 62% for 2009/10. In contrast, PGT fees UGT programmes remains high, despite an increase in (including HEFCE funding) contributed 13% in 2005/06 the entrance requirements. and this figure had risen to 26% for 2009/10. However, the School faces the risk of a cut to its HEFCE The increase in the contribution from PGT fee income funding, in line with the UK government’s review of its reflects the School’s strategy of expanding its PGT overall policy of university funding set against the need to programmes. The School has offered an MBA programme reduce the UK’s public debt. It should be noted though, for many years, attracting many students from overseas. that the School has already reduced its reliance on total In recent years, the School has developed and diversified HEFCE funding from 45% of total income in 2005/06 to its portfolio of MSc programmes, which also have strong 28% of total income in 2009/10. Also, the subject of the demand from overseas students. In addition to these national cap set on the undergraduate fee level for programmes, the School also launched an Executive MBA Home/EU students is currently under review and, if programme in 2008/09, which has attracted good lifted, could provide new revenue possibilities. numbers for its first two cohorts. Given the importance of PGT students to the financial The School’s BA in Business Management is its biggest position of the School, during 2009/2010 the PGT position programme (measured in FTEs) at undergraduate level. was analysed in detail. This has led to new procedures The number of home/EU students on this programme is being put in place in order to enhance the relationship limited by the cap set by the government. However, the between the School and applicants, in order to maximise School is seeking to expand further its UGT overseas the number that accept offers actually registering. It is numbers, which have already increased significantly anticipated that these procedures together with overseas from 34 in 2005/06 to 114 in 2009/10. recruitment visits, will ensure that the School meets its PGT targets. A smaller part of the School’s income comes from its research activities. Nevertheless, its funding from HEFCE With a reliance on overseas students, the process of the (HEFCE QR) for this has increased considerably in allocation of UK study visas also poses a risk. The 2009/10, following the outcome of the recent RAE University participates, at a national level, in the process exercise. Also, following a drive to increase research grant of lobbying the government for a more realistic approach applications, the number of grants awarded in 2009/10 to this matter. Meanwhile, the School has worked with has increased significantly compared to the previous two the University’s International Office in order to identify years, as set out in Table 28. new markets and reduce the reliance on a few, select countries.
Table 28: Summary of Grants Awarded
Charity Commercial EU Government Other Research Health Grand Total Sources Council 2005-06 164595 138041 122822 425458 2006-07 20203 7500 149610 177313 2 2007-08 18569 8519 26066 8043 61197 2 2008-09 500 22000 150533 1969 175002 2 2009-10* 533713 438749 2036 42513 101127 26790 1144928 Grand Total 737580 22000 735842 28102 51982 381602 26790 1983897 *= includes IWP data for this year
84 I University of Sheffield Management School Resources and Administration 8
Despite these risks and challenges the School’s current place governing the choices of suppliers. This ensures level of funding is sufficient to sustain a research that the University, as a whole, obtains value for money intensive environment and enables research to inform and quality service support and after care. The teaching at all levels. The funding streams ensure that appointment of staff is monitored by HR to ensure that 40% of academic time can be allocated, via the workload best practice, with respect to advertising, short-listing, model, to research activities. This research based interviewing and appointments, is maintained. environment enhances the student experience and The School is at liberty to investigate new sources of informs all contacts made with private and public sector income, and is continually looking at ways to extend its organisations, and hence provides a benefit for the larger portfolio of activities. However, any expansion must society. In the opinion of the Management Team the operate within the ethical and costing frameworks School is well placed to face the future with confidence. established by the University. The School contributes a proportion of its overall income Once an expenditure cap has been allocated, the to the University on an annual basis, to support the Management Team finalises and monitors the School’s maintenance and development of central buildings and expenditure budget for the year. The majority of this facilities. For example: budget is allocated to the School’s staffing costs, and to • Information Commons and Libraries the hiring of adjunct teaching staff where further support • Research and Innovation Services is required, which is decided using the academic workload model. Any surplus/deficit arising from the • Finance Department difference between the expenditure cap and the • Building maintenance expenditure budget is rolled over and adjusted for against the following year’s allocation by the Faculty of Social • Capital projects Sciences. • Sports facilities Table 29 sets out the School’s expenditure cap and budget • Counselling Services for the years 2005/2006 – 2009/2010. • Students Union Following several years of investment in its academic The School’s contribution is set annually at Faculty level staff, the School has invested during 2008/09 and 2009/10 and in recent years has varied between 54%-57% of in its administrative staff with the appointment of a new income. An expenditure cap is allocated at Faculty level marketing officer and an accreditation officer. Also, to the School on an annual basis and the School can 2009/10 saw the absorption of the costs of IWP’s staff utilise this as it wishes, within the guidelines laid out in (both academic and administrative). the University’s financial directives. The directives set Non staffing costs also increased in 2009/10 (£885K from out what can and cannot happen with respect to all types £597K in 2008/09). As well as absorbing the costs of IWP’s of expenditure. For example, there are strong controls in activities, the School has invested in the delivery of the
Table 29: Expenditure Cap and Budget 2005/6 – 2009/10 (£)
Actual Actual Actual Actual Budget 2005/06 2006/07 2007/08 2008/09 2009/10
£000 £000 £000 £000 £000
BUDGET: Expenditure Cap 3738 4143 4285 4413 5809 Additional income 55 36 20 40 60 (surplus on grants etc) Release of reserves 143 38 0 0 0 TOTAL BUDGET FOR YEAR 3936 4217 4305 4453 5869
EXPENDITURE: Academic salaries 2781 3169 3,022 3,237 3656 External teaching 237 183 229 157 151 Administrative salaries 416 419 400 495 700 Staffing expenditure 3434 3771 3651 3889 4507 Non-staffing expenditure 502 446 424 597 885 TOTAL EXPENDITURE 3936 4217 4075 4486 5392 FOR YEAR
SURPLUS/-DEFICIT FOR YEAR0 0 230-33477
University of Sheffield Management School I 85 8 Resources and Administration
Executive MBA programme in order to ensure a high and provides information in respect of: quality experience for the students. i) all sources of School income (UGT fees, PGT fees, The School dedicates all the resources required for the PGR fees, HEFCE support, research grants etc.) support and development of its taught programmes. ii) School expenditure in total. Through the use of the work load model the necessary time for teaching by the appropriate academic staff is The plan summarises the previous year’s financial allocated. If the model highlights any shortfalls, then the position, the current year’s financial budget and provides necessary teaching is bought in for the year. The School a financial forecast for the next four years. also funds the staff required to run both undergraduate This document is used by the Management Team to assess and postgraduate offices, to ensure that adequate the School’s performance in its key activity areas of administrative support is available for its taught teaching and research. For example, PGT target student programmes. numbers were not achieved for 2009/10 and this has led to The University employs a prior year adjustment model. resources (both financial and human) being allocated to This means that a surplus (or a deficit) accumulated by develop and improve the relationship that exists between the School may be carried over into the subsequent year. the School and its PGT applicants prior to their formal It is in the interests of the School, of course, to registration. Two years previously, resources were accumulate surpluses. We are hoping to smooth allocated to encourage the generation of research grant fluctuations in revenue from year to year through giving applications and therefore income, the result of which closer attention to making the ratio between offers of can be seen in the increase in the value of grants awarded places and actual arrivals more favourable and this year (2009/2010 £558,204; 2008/9 £175,002; 2007/2008 consistent, in order to plan for the future with greater £61,197). These figures exclude grants awarded to IWP confidence (see Chapter 3). staff (2009/2010 £586,723). In addition, via the contribution model, the School Using information provided by the Academic Plan, supports the services provided by both the Information discussions between the School’s Management Team, its Commons and the other University libraries, all of which Advisory Board, the Faculty Pro VC and the University’s exist to enhance the students’ learning experience. The Executive Board are ongoing in respect of the School’s percentage allocated as contribution to the Centre does strategy and the resources required to support its fluctuate slightly from year to year, reflecting changes in expansion and development. This process is continuous the relative costs of central services used by the School, and is summarised in Figure 10 (right). and changes in the external environment. Within the School, applications for support are made to The School’s income and expenditure streams are fully the Management Team from various School committees. integrated into the University’s accounts. The University This process is continuous and is summarised in Figure uses an accounting package called SAP to control its 11 (right). financial activities and this package is used at a local level The School’s expenditure budget is allocated on an to monitor the School’s own financial activities. The annual basis by the Management Team, but then is School does not have its own individual balance sheet; its reviewed and updated as necessary on a quarterly basis, activities are incorporated within the University’s annual following a report presented by the Finance Manager. financial statements. The School employs both a Finance Manager (1 FTE) and The School’s vision of delivering cutting edge research a Finance Officer (0.31 FTE) to manage its expenditure and excellent teaching will be achieved by the budget and to control the daily financial activities of the appointment of new staff, with research abilities, to School. enhance the critical mass of particular research areas. The University implemented a new accounting package This, in turn, will ensure that its taught programmes can (SAP) in August 2007, which records and monitors the be updated on a regular basis, with the closing of whole of its financial activities. This is a transparent programmes that are considered outdated and the system, allowing the user to trace any individual introduction of new, relevant programmes. To deliver this transaction easily, and also providing a clear overview of vision the School requires appropriate facilities and an any area of activity. This system is used on a daily basis by increasing number of research active staff. The School the Finance Manager and the Finance Officer to process plans to fund this by the controlled expansion of its PGT all financial transactions (2009/2010: 1561 Purchase programmes. Orders; 411 Expenses Claims; 576 Fee Notes; 655 Internal Trade Orders). All transactions are monitored against the 8.3 Financial Management Systems School’s annual budget to ensure that funding is available and that the expenditure has been approved. Also, all The University’s Academic Services Office produces the transactions are monitored to ensure compliance with School’s Academic Plan on an annual basis, as it does for the University’s Financial Directives. all the University’s schools and departments. The plan is The Finance Manager reports on a quarterly basis to the produced from information held in the University’s Management Team. A report is presented setting out: accounting system and the central student record system
86 I University of Sheffield Management School Resources and Administration 8
Figure 8: Resources - Identification and Allocation at University Level
Figure 9: Resources - Identification and Allocation at School Level
i) actual spend in the financial year to date At these meetings actual spend for the year compared to ii) anticipated spend for the rest of the financial year allocated budget is discussed, as required. iii) total estimated spend for the year set against the The Finance Manager analyses UGT/PGT income by annual expenditure budget programme, monitored against the internal staff costs of operating those programmes. This information is then iv) explanatory notes in respect of major variations reviewed by the Dean of the School with a view to between budget and spend informing decisions on the future viability of individual In addition, the Finance Manager liaises with the programmes. Division Heads have responsibility for the following on a monthly basis: allocation of hourly paid external teaching where necessary, to ensure that overall a high quality i) Director of Research in respect of grant programme is delivered to all students. applications, grant activity, conference commitments and research support The University has the responsibility for repairs and maintenance of the premises, but a small budget is i) MBA Director in respect of student activities/costs allocated on an annual basis, from the School’s i) Marketing Manager in respect of marketing expenditure budget, for the provision of new furniture, activities/costs notice boards etc. Requests from individual academics i) IT Manager in respect of IT requirements/costs are made to the Operations Manager, who liaises with the Finance Manager to review the funds available and to i) Research Office staff in respect of grant process orders as appropriate. Individual requests for IT applications and contact with the University’s support are made to the IT Manager, who has his own Research and Innovation Services budget allocated from the School’s annual expenditure budget.
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8.4 Information and Documentation Electronic databases include AMECO (Annual macro- Facilities economic database of the European Commission’s Directorate General for Economic and Financial Affairs The Library (DG ECFIN)), Web of Knowledge (Bibliographic database with citations), ASSIA (from Cambridge Scientific The Library has been collecting books, journals and other Abstracts, covers the whole area of applied social sciences materials over the course of its existence for almost 100 from 1987 to date), CASWEB and Census Data Integration years (http://www.shef.ac.uk/library/collections). In total Service (Census Data), Econlit (Index of Economic these amount to around 1,300,000 volumes. The library’s Literature), Emerald Management Reviews, IBSS extensive collection of books in the business and (International Journal of the Bibliography of the Social management sciences is housed in the St Georges Library, Sciences), Journal Citation Reports: Social Sciences directly opposite the Management School, and the (JCR), JSTOR (Electronic Journal back runs), Information Commons. The Information Commons is a MarketSearch, Mintel (UK and Europe Market Research multi-million pound shared information resource with Reports), PsychArticles and PsychInfo (encompassing state-of-the-art facilities designed for 24/7 operation and psychology and applied cognate disciplines), Scopus (an offers IT and library services for students, including abstracting and index database from Elsevier, designed around 1300 study spaces. Opened early in 2007, the to provide expert results for the non-expert researcher), Information Commons sets a new standard for learning Social Sciences Citation Indexes, Web of Science, Zetoc and study environments. It holds the majority of material (Access to British Library’s Table of Contents), plus that a taught student would be expected to reference. numerous regional studies and related databases potentially of interest to MSc students. The Information Commons The School’s emphasis on international standard research is supported by extensive holdings of The university’s extensive collection of electronic international journals. The University’s strengths in journals and other databases are available on and off modern languages has resulted in extensive holdings of campus on a 24-hour basis. Training on the use of these literature and other cultural materials from a wide range facilities is provided during the induction phase, with of nations and regions, in many different languages. students having the option to enrol in further training in this area. Current publisher/supplier deals for electronic Staff can report back on their experiences of library and access of journals in the business, economic and information resources via staff meetings. Students report management sciences include Athens, JSTOR, SwetsWise, back via SEQ and Staff Student Forums. It was student Emerald FullText, Blackwell, Elsevier Science Direct, concerns around the need to access core materials in a Ingenta Connect, Kluwer, Oxford University Press, Taylor user-friendly manner on a 24-hour basis that prompted & Francis, Springer, Sage, Synergy, Wiley Interscience, the construction of the Information Commons. etc.
88 I University of Sheffield Management School Resources and Administration 8
8.5 Computing Facilities through a network of international agents, to generate applications and organise recruitment activities The School offers high standard computing facilities in- worldwide. Efforts are concentrated on traditional house, with four up-to-date computer labs. One of these markets of strength and new areas of growth. Activities labs is exclusively for postgraduate students; the others conducted on behalf of the School are funded via the are open to them. We have recently installed some 30 new School’s contribution to the Centre. dual core PCs. We provide a draft quality printer and four subsidised network printers (3p per sheet against the Recognising that prospective management students have general University price of 5p; the students also get a specific needs and concerns, the School developed an printing credit). Industry standard software is provided, internal marketing function, headed by a marketing including access to a number of specialised statistics manager. The marketing manager works closely with packages (including SPSS). The computing labs also central marketing, media, recruitment and Programme contain two dedicated Datastream terminals. All Directors, developing targeted, programme-specific students have 24-hour access to computing facilities at marketing materials and support; organising School open the University. days and School attendance at business and management school recruitment events and fairs; building alumni As part of the Vista/WebCt online learning resources, networks. Samples of marketing materials are available MOLE provides a secure environment which allows in the Base Room. students flexible access to their course via the Internet from anywhere in the world. Developed with different The effectiveness of marketing and PR is evaluated learning and teaching styles in mind, MOLE has over through student inflows, evaluation of changes in student twenty-five tools, ranging from chat rooms to grading numbers from specific countries and regions, and forms, discussion forums to surveys. It includes through feedback from incoming students. As a result of comprehensive module information such as scheduling, recent evaluations, for instance, the School instituted loads, and assessment criteria; early availability of better customer relations management with successful learning materials; around-the-clock access; and tools for applicants prior to arrival, including phone contact from engagement deployed as befitting the structure of the current students and staff involvement in Facebook module. The Management School ensures that an discussions with applicants. individual student’s module choices are accurately reflected on MOLE, by assigning resources to make module enrolment changes in-house. MOLE can be Marketing Strategic Plan (2008-2013) viewed at: http://www.shef.ac.uk/lets/techno/mole.html Overall objective The overall objective is to position the School closer to 8.6 Marketing and Public Relations the top 10 Business and Management Schools in the UK. Specific objectives The School’s marketing strategy is outlined below. • To monitor and promote the School’s performance Broad support in marketing the School’s programmes is alongside the key criteria by which business provided by the central Marketing, Media and schools are ranked nationally and Recruitment departments. The University Marketing internationally12: team generates publicity materials on the University and individual programmes and organises regular open days • academic standards at the University aimed at prospective UG and PG • reputation students. Recruitment teams work, both directly and
12 This includes the REF, THES, FT and Economist rankings
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• student satisfaction universities, in order to refine our own Open Days • alumni feedback and improve conversion rates. • careers opportunities • Maintaining an active presence at AMBA Fairs and advertising in key UK media such as the Guardian, • business engagement. the Times, and Which MBA? to build the number • To raise the profile of the Management School with of UK students on MBA programmes. core stakeholder groups in the UK and abroad, • Continuously reviewing and updating all including the business and academic marketing and promotional materials (printed communities, and the ‘internal community’ of and online) to ensure clarity and consistency of staff, students and broader alumni networks. message and maximum brand impact in target • To increase the quality and number of markets. undergraduate and postgraduate applications. • Developing a range of events, in collaboration with • To generate diversity in our student body. our business partners and professional organisations, to explore new business ideas and • To increase revenues for the School. to generate professional and social networking • To increase and strengthen our alumni opportunities for our staff and students within the relationships. region. • To develop the University of Sheffield Management • Providing access to membership in key School brand and identity to an international professional and business organisations for our standard. students, either by negotiating discounted rates, Actions aimed at meeting specific objectives such as with the Sheffield Chamber of Commerce, or by accrediting our courses with professional • Developing the Management School web site into bodies, such as CIPD and CMI. a hub which provides accessible and relevant business and education content for all key • Developing the Alumni Club through a range of stakeholder groups. measures, including: regular business and social networking events both in the UK and abroad; an • Evaluating the School’s performance against alumni newsletter; an annual lecture given by an international recruitment targets, and monitoring alumnus, run in conjunction with AMBA and CMI. the flow of applications alongside the ideal student cohort model. • Developing relationships with key journalists in national, international and specialist press. • Promoting the School’s reputation and Creating a regular programme of press stories accreditations via a range of global publications promoting the strategic objectives of the School, and websites to generate high-quality applications including stories about individual academic from an international audience. Providing achievements, new initiatives, relationships with additional incentives, such as supporting business partners, alumni events, students’ bursaries, in parts of the world where gaps are successes. Maintaining up-to-date press stories in identified. the news section of School website. Creating a ‘talk • Maintaining an active presence at key to an expert’ facility to provide contacts for international recruitment events, such as British journalists looking for spokespeople on specific Council and International MBA Fairs, in our areas of expertise. target countries. • Raising the profile of the Sheffield Management • Creating a regular programme of ongoing Lecture within the region by securing high profile communication with postgraduate applicants, and controversial speakers. Promoting the lecture which includes: a range of generic and specific widely within the region as the business event of newsletters with content appropriate to different the year and using the event to provide a international audiences; phone calls from current networking opportunity for both universities students from a similar cultural background and within Sheffield, the business community, alumni with experience of the appropriate course; and and students. online information and access to social networks • Providing enhanced careers support for students and forums. within the School by providing dedicated careers • Conducting regular Undergraduate Open Days, staff who can offer interview training, help with MBA information evenings, PG Open Days; CVs, job search etc. sending staff to key recruitment exhibitions; and • Actively seeking opportunities for business maintaining representation in online exhibitions engagement within the region and incorporating throughout the year. this into student programmes to give all students • Conducting regular market research and ‘mystery access to the wider business community. shopping’ at events run by other Russell Group
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8.7 Administrative Services and Staff postgraduate and research education, as well as student enquiry offices, finance, operations, IT and marketing. Under the School General Manager, administrative Funded centrally are the porters based in the School, who support is organised into Finance, Postgraduate provide a first point of contact in the building, security, Programmes, Undergraduate Programmes, IT Support, and logistical and delivery assistance. Research, and Outreach (Marketing and Knowledge Exchange). Each of these sections is headed through a Administrative staff roles and responsibilities are always senior administrative staff member, with the exception under review and are periodically re-allocated to allow of the latter, where the function is divided between a for the better percolation of role knowledge through the Marketing Manager and a Business Engagement Manager. organisation, and to ensure services are never limited by ConsultIWP, the consulting arm of the IWP, falls under a lack of numbers. New appointments in the last year the Director of the IWP. Buildings, grounds and other (inter alia in student support, marketing and outreach, central services are provided through the School’s and accreditations) have significantly increased our budgetary contribution to the Centre. administrative capacity. The School’s HR strategy is provided in the Base Room. Overall administrative support capacity is benchmarked The University’s HR Department provides all general against competing institutions. Staff Student Forums staffing policies, the details of which may be found at provide feedback on the quality of administrative http://www.shef.ac.uk/hr/. This department was support, as do Staff Meetings. In the past, student awarded the Times Higher Education “Outstanding HR feedback resulted in some changes in the staffing of the Team” award in 2010. portering function in order to provide better initial service. Student feedback also led to a decision to extend The School employs 27 members of administrative staff, the opening hours of the undergraduate and postgraduate equivalent to 21 FTE, with two new officers being offices. advertised. These staff support the administrative functions associated with undergraduate, taught
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9. Internationalisation
The School should have a clearly articulated strategy and policies for internationalisation. It should demonstrate its commitment to educating and preparing students and participants for management in an international environment. This should be underpinned by active collaboration with international partner institutions in fields such as student exchanges, joint programmes, research activity and corporate connections. The School should be able to attract students and faculty from other countries. It should carry out research of international relevance and scope.
Strengths The School’s research is objectively confirmed to be of 9.1 International Strategy an international standard, with an increasing The School’s mission is implicitly international. The proportion being explicitly international and School’s internationalisation strategy is provided in the comparative in nature. The School attracts a diverse Base Room. In line with the IMI Index13, we distinguish student body, and existing research and other between international status (i.e. present practice) and linkages provide a sound foundation for further the internationalisation process (i.e. actively managing developing study abroad opportunities at all levels. and enhancing international activities with a view to The University has some of the finest modern promoting greater internationality in teaching and language departments in the country (and, indeed, learning, and research. While the School has always had offers a far wider range of language options than a good mix of international students, faculty and content almost all competitors) which has provided a solid in programmes, reflections during the EQUIS process foundation for dual honours bachelors degree (with have shown us that student mobility is an area that needs modern languages) option. focussed attention. Typically of UK Schools, our home students have been reluctant to travel and we have Challenges focussed considerable effort on briefing them as to the added value of exchange during their studies. We have While what the School does is in many respects instituted a range of measures in seeking to promote international, we view internationalisation as an further internationalisation, which we understand as an open-ended, continuous improvement process. The ongoing and continuous process, most notably in terms School faces the challenge of ensuring that a greater of undergraduate and postgraduate overseas learning proportion of undergraduate and postgraduate experiences. students spend a period of their studies abroad. Corporate links need to be further internationalised, In relation to the student learning experience, the School moving beyond a traditional focus on the needs of brought significant resources to bear to promote its local and national employers. Finally, the different strategy. This includes: partial funding of the travel costs internationalisation activities need to be better of MBA, EMBA and MSc study trips abroad (through coordinated. While much is happening, there are, at existing fees income); providing funded places on our the present moment, clear and distinct “islands” of programmes for students from strategic international activity. partners; increasing research income to fund international and comparative research; and, as noted earlier, reallocating part of our HEFCE quota to provide Priorities places for home students on our new International Business Management degree. In meeting these priorities, the School is: Dovetailing our commitment to increasing • Launching a new undergraduate internationalisation in relation to the student experience International Business degree. 2011 intake. is our continuing commitment to the • Developing the range and scope of internationalisation of our research activities. This is postgraduate study abroad activities at MBA evidenced in our pursuit and attainment of research level, with a view to integrating the costs of publications in journals of international standing (i.e. the study trips abroad into the fees structure. ABS list/ISI), which are themselves a product of Ongoing. international research collaborations with a wide variety • Extending study abroad activities into the of overseas partners and institutions, such as the two MSc programme. 2010 intake. case studies given at the beginning of this chapter. In the last five years, our faculty have engaged in research • Establishing an internationalisation collaborations with colleagues in 146 different committee to impart a greater strategic institutions across 44 different countries (see Figures 9 coherence into internationalisation activities. and 10 below). October 2010. Our commitment to internationalisation is also reflected • Expanding the Advisory Board. Ongoing. in the composition of the School’s Advisory Board which
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not only includes representatives of business, but senior reflects the importance the School attaches to them. The academics from abroad. Sixteen percent of the Advisory School has an International Officer and a Support Board, twenty-nine percent of faculty and two of the seven Administrator, who handle incoming and outgoing members of the School Management Team hold non-UK student exchanges, in collaboration with the passports, helping ensure an international perspective in International Exchanges Unit (funded centrally). The the day-to-day running of the School. latter provides assistance with exchange agreements, advice and support for incoming and outgoing exchange students in study, accommodation, and socio-cultural Vision issues. Further details of the International Exchanges The School has a vision of promoting a genuinely Unit’s activities may be found at international learning experience, informed by research http://www.shef.ac.uk/ieu/. The IEU also organizes of an international standard, relevance and content, and regular international days to promote cross-cultural through developing international corporate links. awareness among the student body. The School receives many proposals from abroad for international cooperation. Other proposals are initiated Scope and regional focus by faculty building on personal research ties. New Whilst the School has research links worldwide, there are proposals are discussed at School Management Team particular geographical foci in respect of student level. Only partnerships with high quality and well- exchange activity. In the case of Bachelors degrees with established players where there are good opportunities modern languages, students study abroad in a country for operational synergy are considered. Thereafter, a whose national language is that which they are studying. follow-up visit and meetings between the Dean (or a In terms of other exchange activities, a particular focus delegated member of the School Management Team) and has been Europe, for financial and logistical reasons, and representatives of the proposed partner take place. The owing to the support available via Erasmus. Given the International Office provides support and assistance in dominance of the English language, however, we feel it is terms of new agreements. In developing our relations, we particularly instructive that our students are exposed to actively build on the contacts and regional expertise of developed non-English speaking countries that follow international members of our faculty. viable trajectories of capitalist development different to We do not currently offer joint degrees with an the Anglo-Saxon liberal market one. The international partner university, but may explore this internationalisation budget has primarily been directed option in the future, in view of our deepening ties with to such activities, with preference being accorded to highly regarded universities worldwide. known partners with good existing linkages and contacts. However, as more resources become available, we hope to deepen exchange activities, through additional and 9.4 Resources Allocated to supplementary exchange activities to developed yet Internationalisation transforming economies in different parts of the world, In terms of the 2010-11 School budget, a specific allocation such as Australia. We hope to extend exchange activities is made for international activities (£27,000). This to a culturally diverse range of emerging markets in years allocation covers expenses associated with student study to come, in line with developing contacts and resources. trips abroad (previously, this was subsumed under We select new partner institutions on the basis of existing general travel and administrative expenses). This figure knowledge and contacts, and their general standing. We does not encompass the cost of the International Office prefer to deal with institutions where there are existing (this is funded out of the School’s contribution to the research links and contacts. We see internationalisation Centre), the International Officer’s salary (out of the as an ongoing journey, not a destination. While we have general salaries allocation), the time of the Dean and made much progress in terms of international research General Manager, and associated administrative support relations and exchange opportunities, we realise that (again, out of the general salaries budget) and incidental much remains to be done in deepening the scope and expenses. Furthermore, the 40% of staff time that is volume of such activities in terms of both student devoted to research is specifically focused on exchanges and corporate links. international level research, a significant and growing component of which is explicitly trans-national Managing international relations comparative in nature. In short, internationalisation cuts across the School’s activities, and international The Dean and his colleagues regularly meet with activities are funded out of a broad cross-section of the representatives of strategic international partners to School’s budgetary allocations. In addition to the agree on the level and scope of cooperation, and key internationalisation budget, all academic staff are strategic and operational decisions. This includes regular allocated an annual sum of £2000 for attending personal visits to international partners. The School’s international conferences and international research General Manager is responsible for the operational meetings. This further promotes the internationalisation management of student study activities abroad. The of research and the development of international senior level at which these core activities are managed networks.
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9.5 Level of Internationalisation on the promoted through the use of international examples and Home Campus case studies, and through the inclusion of modules that are explicitly comparative in nature within key Internationalisation of Faculty and student programmes. body Details on the national composition of the faculty may be 9.6 Level of Internationalisation Outside found in Table A6 in Appendix 1 and Table 18 in Chapter the Home Country 4. The national composition of the student body is outlined in A4. It can be seen that 29% of our faculty, 19% The new International Business Management degree of our UG students, 84% of our taught PG students and involves spending the second year abroad. The 87% of our PhD students are non-UK nationals. curriculum for this second year is jointly agreed with international partner institutions. All postgraduate students conduct research Internationalisation in the classroom projects/dissertations. For the 2009-2010 academic year, The student learning experience in the vast majority of 70% of postgraduate research students’ dissertations our modules has an international dimension, through the focussed on cases in countries other than the UK. Such international mix of the students (at both UG and PG projects generally involve students working with an level), the specific content of our modules taught, the organisation within the country concerned, building up international case studies discussed, and through class knowledge and experience of different national business discussion and group work drawing on the international paradigms and regulatory contexts, cultures and ways of experiences of both students and tutors. working. At undergraduate level the school has in the past benefited from a strong level of bilateral student Network of international relations exchanges particularly with the language + management dual degree programmes. The development of these links Figures 11 and 12 show our network of international has been strongly supported by the University’s wider partnerships. internationalisation policy and dedicated International Office. However as the School moves forward, it believes that internationalisation should be a fundamental part High quality strategic partnerships of all our undergraduate management degrees. As a result The School defines high quality strategic partnerships as the School has been activity promoting exchange those where there is both cooperation in student opportunities to students taking the BA Business exchange activities and research, and innovation and Management degree (an example of this promotional depth in the relationship that transcends standard material can be found in the Base Room). Over the past exchange agreements. two years, student numbers on this degree have moved from a low starting point (just one student exchange per The School’s most important strategic partner is WU- year) to the current situation in 2010/11 with students Wien, one of the finest and most distinguished studying in Australia, Hong Kong, USA, France and management schools in continental Europe. The School Austria. Building on these changing attitudes within the enjoys both an Erasmus exchange agreement and Management School student body, the School aims to research cooperation (most notably on alumni careers). dramatically increase outgoing student numbers over the The particularly innovative feature of this relationship is next two years, and in line with these developments the that we accept additional numbers of exchange students School is implementing a new UG International Business from WU-Wien on a no-fee basis, beyond the normal Management degree (involving a reallocation of existing quota agreement. From a Sheffield point of view, this HEFCE quota) in which a study aboard period will be actively promotes a greater diversity in our compulsory. About 30 students are expected on this undergraduate programmes than would otherwise be the programme with the first year abroad in 2012/13, using case. In return, WU-Wien reserve places on their existing exchange agreements with international International Summer School for Sheffield Management partners. School postgraduate students on a reduced fee basis. The normal, all-inclusive fee is €2130 per person and Sheffield We actively seek to ensure a mix of students from students pay approximately 20% of that. We believe the different national origins. The national composition of WU-Wien Summer School is the best of its kind in postgraduate courses varies from programme to continental Europe. This relationship allows our programme, but, with the exception of the EMBA (which postgraduate students to interact with their peers from is aimed at part time students in local employment), all leading universities worldwide and the programme encompass a good mix of nationalities. For instance, we incorporates excellent cultural activities, promoting a appointed Student Ambassadors to make contact with greater awareness of European culture. prospective students from their broad geographical (http://www.wu.ac.at/io/en/incomings/isuwien). region of origin. Intercultural awareness is further
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Figure 10: Research collaborations within Europe
Research collaborations with scholars in Europe Numbers: 10+ 5-9 1-4
Source: Faculty Survey April 2010
Figure 11: Research collaborations outside the EU
Research collaborations with overseas scholars outside EU Numbers: 10+ 5-9 1-4
Source: Faculty Survey April 2010
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9.7 International Alliances and proven reputation for excellence, and room for genuine Partnerships synergies in student exchange and research cooperation. In developing new partnerships, the School accords Table A1 in Appendix 1 gives the full list of our preference to universities with EQUIS accreditation. international academic partners and the nature of our co-operation. While we are developing relationships with all these universities, some relationships are more Links to the international corporate world advanced than others. In the case of Griffith, relations and other international organisations include student exchange on the International Business Links to the international corporate world are outlined in Management degree and the Study Year Abroad Table A7 in Appendix 1. Some examples of international programme. Our relations with Griffith also extend to the corporate work are: research level, with faculty jointly editing special issues of very high quality international journals (e.g. Industrial • Expert Advisory Group, Beyond Current Horizons Relations (Berkeley), International Journal of HRM, etc.), programme formulating the ‘strategic agenda for and joint involvement in edited volumes. A representative education in the 21st century’, Department for of Griffith is on the School Advisory Board. At the level of Children, Schools and Families & Department for exchanges, Griffith is an important partner in our new Innovation, Universities and Skills, 2008-09; UG International Business Management degree, and • European Commission Employment Committee constitutes an attractive destination for students going (i.e., Ministers of Employment of 27 EU countries) abroad in their second year. – invited by EU Presidency to present policy Another rapidly developing strategic partner is Pécs recommendations on tackling undeclared work, University in Hungary. Founded in 1367, this is one of the Slovenia, March 2008. oldest and most established universities in the region. • Invited by European Commission to be part of the Here, our cooperation includes Erasmus exchanges; staff 6-person European Commission delegation between the two institutions regularly teach on each visiting Mexico with Commissioner Spidlia to others’ programmes; research cooperation (including establish dialogue with the Mexican government again, joint involvement in journal special issues and on employment relations and social protection edited collections); and some involvement in the UG matters, April 2008; Summer School in Hungary, organised by Ohio University and Pécs University. The latter affords our students an • Invited by Oxfam to write Introduction for launch opportunity to interact with their peers from the United of Oxfam blog on tackling UK poverty. States, Serbia and Hungary while working on applied • Invited by International Labour Organisation projects with local businesses. (ILO) to present paper at the technical workshop Other European exchange relationships of note include of the Labour Administration and Inspection Copenhagen Business School and EDHEC Nice, with Programme (LAB/ADMIN) on labour inspection whom the school has recently had student exchanges in and undeclared work, Bucharest, October both directions. EQUIS-accredited Copenhagen Business • Awarded European Commission contract to School has around 15,000 students and an annual intake evaluate the feasibility of creating a European of around 1,000 exchange students. With this number of platform for tackling undeclared work students as well as around 400 full-time researchers and The School is a member of EFMD, AMBA and AACSB. around 500 administrative employees, CBS is one of the Representatives of the School regularly attend events three largest business schools in Northern Europe. Triple organised by these bodies, which we find very helpful in accredited EDHEC is one of the top management developing relationships, in the dissemination of best education and research institutions in Europe, with an practice, in identifying global trends, and in general ambition to be among the top 10 schools in Europe for networking. general management education and research. The Management School aims to build on both these existing and new exchange relationship in the future development Internationalisation in research of its internationalisation strategy. The School’s research is international in terms of: 1. Joint research with senior colleagues in peer Initiation of international partnerships institutions worldwide. There is extensive co- The School actively seeks to initiate new partnerships authorship and co-research with colleagues with distinguished institutions with which there are internationally. Table 25 in Chapter 5 shows that already research or other links. 33% of all articles in international refereed journals produced by the School are the direct The primary criterion for selection is broad alignment of result of international collaboration, as are 41% of the partner with the School mission (above all, a strong all scholarly articles in national journals and 20% emphasis on international standard research and of all books. This provides clear evidence that the research-led teaching), an established and objectively
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research output of the Management School, which the Management School has created four in 95% of cases was judged of international quality manuscripts which will be submitted to peer in RAE 2008, is also produced through review journals. These are mainly related to: international collaboration. • relationship between corruption and re- 2. Research funding from international agencies. investment decisions of multinational Table A9 in Appendix 1 shows the extent and corporations nature of funding from international agencies. It • relationship between transparency and re- clearly reveals that our research is not only investment decisions of small and medium international in scope but also that the quality of enterprises our research is well recognised on the international stage. • knowledge management in multinational companies 3. Research conducted abroad. Only a very small portion of our research is specifically limited to • technology acquisition and internationalisation the local region. The vast majority of our research performance is international in character and scope. Table A1 in Appendix 1 provides evidence of our joint research ventures with international colleagues. Changes in international dimension 4. Research aimed at understanding and The School has always been international in terms of the contributing to socio-economic development in composition of its student body and in its research. The emerging markets. The School believes that the School is fortunate in that the University has a impact of such research is particularly important particularly distinguished reputation in modern and several of our faculty work in emerging languages. Indeed, very few other UK universities offer economies. For example, one member of faculty the same range of European and Asian languages (we are has been studying the informal economy in India the only university in northern England that does so). with a colleague in the Dept of Management at the This has allowed us to offer a variation of our Indian Institute of Science in Bangalore. This undergraduate degree in business and management, with research won recognition in the USA when the U.S. a significant number of students studying a modern National Women’s Business Council (the advisory language, and spending a year of their studies abroad. panel to the US President and Congress on Students can thus not only have a fully transnational economic issues important to women business learning experience, but gain proficiency in regional or owners) awarded it the accolade of the 2010 Best world languages. The Modern Language Teaching Centre Research in Women’s Entrepreneurship award at (MLTC) and the School for East Asian Studies (SEAS) both the International Council of Small Business (ICSB) contribute to the MSc in International Management. 2010 World Conference in Cincinnati in Ohio. There have been three key changes in the past five years. 5. Regular attendance at international conferences. Firstly, the School is fully documenting its international The School currently provides all staff with research relations, and actively exploring how these may funding of up to £2,000 per annum to attend be deepened. Secondly, the School has built upon existing international conferences. The School has a strong and initiated new study abroad opportunities for bilateral international voice and presence at most major student exchanges. At the level of the MBA programme, conferences in the global management this has incorporated both the introduction of modules community. In the last five years, 47 of the 56 taught abroad by our international partners and credit- faculty have attended 233 international bearing summer school activities (most notably with WU- conferences in 51 different countries. A full list Wien). At undergraduate level the school has in the past will be available in the Base Room. benefited from a strong level of bilateral student exchanges particularly with the language + management 6. Visiting professors. There is a policy of having no dual degree programmes. The development of these links more than three or so visiting professors at any has been strongly supported by the University’s wider one time in order that effective relations can be internationalisation policy and dedicated International developed with visiting staff. For example, Dr Office. However as the School moves forward, it believes Bayyurt is a visiting scholar from Fatih University that internationalisation should be a fundamental part of Turkey. Dr Bayyurt has been working with of all our undergraduate management degrees (as Professor Demirbag on a number of journal outlined above). As a result the School has been actively articles. These are mainly based on using The promoting exchange opportunities to students taking the World Bank Enterprise Survey data to examine BA Business Management. Over the past two years, the relationship between re-investment and student numbers on this degree have moved from a low quality of institutional environment in emerging starting point (just one student exchange per year) to the countries. Both Professor Demirbag and Dr current situation in 2010/11 with students studying in Bayyurt are interested in quality of institutional Australia, Hong Kong, USA, France and Austria. Building environment and re-investment decisions of on these changing attitudes within the Sheffield student multinational corporations. Dr Bayyurt’s visit to
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body, the School aims to dramatically increase outgoing 4. We have a multinational student body. Group and student numbers over the next two years. Thirdly, the team working helps promote cross-cultural School is implementing a new UG International Business dialogue and awareness. We actively work to Management degree in which a study abroad period will promote diversity at undergraduate level (where be compulsory. About 30 students are expected on this there is a risk of national uniformity, with highly programme with the first year abroad in 2012/13, using qualified home students dominating the places on existing exchange agreements within Europe and the programme) through encouraging inflows of overseas. The introduction of this programme should exchange students from our strategic ensure that greater numbers of undergraduates spend a international partners through innovative year’s study abroad, building on the strengths and exchange arrangements. At a postgraduate level, experiences of our degrees that incorporate modern we attract a good mix of overseas and home languages. students. We have stepped up international recruitment efforts on a global basis to ensure continued diversity in the future. Summary of dimensions of 5. We focus increasing attention on international internationalisation learning opportunities. We provide summer In summary, there are seven dimensions to schools at both postgraduate and undergraduate internationalisation in terms of current operations. levels on a subsidised basis, and at the undergraduate level we are increasing the 1. We work with our strategic international partner numbers of students sent abroad for their entire universities to develop innovative forms of second year of study to a partner university cooperation and to disseminate best practice. We through the new International Business are also deepening our cooperation with Management degree stream. In our dual multinational and non-UK firms. language/management programmes, students 2. Our research is judged as international by spend the third year of a four year study period in independent, external measures such as the UK a country relevant to their studies. Research Assessment Exercise, journal metrics of 6. Our admission standards and supplemental quality. It has an international dimension in the training means that students from a wide range of collaborations between academic staff and leading national backgrounds are empowered with scholars worldwide. A growing component of the excellent written and oral English communication School’s research has an international skills. As noted above, undergraduates have an comparative dimension and content, while the opportunity to include a world or regional School has been increasingly successful in language as part of their management degree. attracting research income from international sources. Table A9 in Appendix 1 shows research 7. The student learning experience in the vast majority funding from abroad over the last five years. of our modules has an international dimension, through the international mix of the students (at 3. Twenty-nine percent of our faculty hold non-UK both UG and PG level), the specific content of our passports. Our faculty includes nationals from modules taught, the international case studies Algeria, Bulgaria, China, India, Iran, Japan, discussed, and through class discussion and group France, Malaysia, Netherlands, Turkey, South work drawing on the international experiences of Africa and Viet Nam. Global recruitment of faculty both students and tutors. helps promote an international perspective.
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10. Corporate Connections
The School should have a clearly articulated strategy and policy with regard to its corporate connections. It should demonstrate that it develops students and participants with a practical understanding of business and management through interaction with the corporate world. Faculty should be involved with current management practice through research and consultancy undertaken in collaboration with corporate partners and through executive education. Corporate input should be a key feature of the School’s activities.
Strengths • Extending the Business Catalyst Programme nationally and The School has excellent relations with local internationally. The programme businesses, employer associations and professional commences in 2011, we aim to increase the bodies. This has provided the basis for innovative client base nationally from 2011, and to modules at both undergraduate and postgraduate have international corporate relationships level, allowing students to interact with firms and in place by 2012. engage with real world organisational problems. It has also opened the doors to new applied research • Creating the Financial Director executive activities and to career opportunities for students, education programme. Operational for most notably with Rolls Royce. We have made 2012. enormous progress in the last two years in building • Extend and deepen our international relationships with local and national businesses corporate links by: centred around student projects and consultancies. • Building on the strong work of ConsultIWP and our other research centres to extend Challenges our corporate reach internationally. Ongoing. Historically the School has not offered executive • Utilising the expertise on the Advisory education. Our links with local and national Board and expanding its membership to businesses are strong and we need to build on those include more international to extend our executive education offerings, career representatives. Ongoing. opportunities for our students, and income opportunities for the School. The local and regional • Expanding the Executive Education economy is dominated by SMEs, making the offerings internationally. Course offered introduction of a locally orientated and delivered 2013. premium fee short course model difficult. • Improve graduate connections with potential We have an excellent relationship with major employers by: companies such as Rolls Royce and PWC but have not • Building on the deep relationships we have capitalised on those relationships to extend our with corporations to increase student reach internationally. Our international corporate career opportunities, including relationships are confined to research and scholarships and career visits from consultancy. We need to build on existing and company representatives. Ongoing. emerging relationships to extend the current local/national model of corporate engagement internationally. 10.1 Corporate Relations Strategy In line with its Mission, the School needs to The School has developed significantly in the last two years. continuously explore novel ways of disseminating the knowledge created through research to the user • ConsultIWP joined the Management School in late community. 2009, bringing their considerable energy and expertise in providing the business community opportunities to benefit from the latest research Priorities coming out of the Institute of Work Psychology, an internationally renowned research unit. • Develop a full suite of Executive Education offerings by: • We won major funding from HEFCE to create the Business Advantage programme with Sheffield • Exploring ways of making the Business Hallam, providing executive education to public, Advantage initiative sustainable into the private and third sector organisations. medium and long term (2012 deadline).
University of Sheffield Management School I 99 10 Corporate Connections
• In 2010 we developed the Business Catalyst a history of entrepreneurship, bring their knowledge and Programme for complete rollout in 2011. This is experience. The programme results in the award of PG our first definitive executive product. Cert in Consultancy and Innovation. • By working with local companies and our Dr. John Kawalek, MBA Director. ‘The Business Advisory Board, our MBAs now have more Catalyst programme grew out of one academic opportunities to do their final projects with thinking, What does the world need right now? The companies on live problems than there are answer was obvious. It needs growth in the private students. sector. Businesses need to grow.’ The School’s Knowledge Exchange (KE) strategy is provided in the Base Room. Our mission explicitly calls for the generation of research-informed knowledge and Director Vidbo Ltd, Chris Hill (online Yellow Pages) its dissemination to/for the benefit of society at large. Our on the Business Catalyst programme: growth strategy is to develop new products to take to the ‘I have been on the taster for this programme and the market, rather than relying on incremental growth scope is amazing. It teaches you how to develop your through ad hoc relationships. Corporate funding to date business, maximise growth and really how to get your has been through consulting activities (see Table 30). We business ‘fit for investment’. The programme brings will look to expanding types of corporate funding as our experienced business entrepreneurs with the best suite of corporate offerings grows, and our relationships University business learning practices and – with a deepen. diploma equivalent to about a third of an MBA at the ConsultIWP, which provides a consultancy service based end of it – it is, in my view, pure genius. Academics on the research of the Institute for Work Psychology, and business consultants working together to help joined the School in 2009. We will expand the activities of businesses. Excellent.’ ConsultIWP and create an Executive Programme offering. We will use the Business Catalyst programme as Business Catalyst grew out of the Business Advantage a springboard to build an established and known regional programme. The next programme to be developed is a executive offering with national and international links. course to train Financial Directors into Non-Executive The Business Catalyst programme involves a partnership Director roles to help companies grow, operationalise arrangement with the Consultancy Academy, high quality projects and take advantage of new opportunities. Pro- consultants who understand the contribution academic Sheffield have identified a population of experienced research makes to business Financial Directors in Sheffield. Financial Directors have (http://consultancyacademy.com/). The programme a financial management skill set which does not include offers a unique blend of consultancy practitioners and skills of liaising, shaping, negotiation, consultancy, or academics coming together to produce business growth leadership, all of which are required for non-Executive in organisations. Local businesses come to the University Director positions. By training them in these skills, we for six days over six months to learn methods, will provide regional businesses with much-needed techniques, ideas and principles for growing their growth expertise. business. The Director of the MBA and the Associate We will build on our national connections Dean, Knowledge Transfer, provide the academic opportunistically to extend our reach internationally. For backbone to the programme. Specialist consultants from example, Santander Bank and the University have the Consultancy Academy, with academic credibility and recently formed a partnership under the umbrella of the
Table 30: Consulting Income
Year Private Public Grand Total IWP 2007 20,261.89 44,400.00 64,661.89 2008 5,012.14 69,108.00 74,120.14 2009 9,510.25 45,702.48 55,212.73 IWP Total 34,784.28 159,210.48 193,994.76
MGT 2007 30,244.23 16,100.00 46,344.23 2008 16,437.50 16,437.50 2009 23,031.80 49,556.52 72,588.32 MGT Total 69,713.53 65,656.52 135,370.05 Grand Total 104,497.81 224,867.00 329,364.81
100 I University of Sheffield Management School Corporate Connections 10
SUN alliance. The Management School will seek to build These sessions provide an excellent forum for on that by creating a programme around mergers and stimulating discussion and sharing ideas and views as acquisitions, government controls and structural business leaders from across Yorkshire come together to reorganisation, which are all key issues in the financial share their own experiences. The business sessions also sector. A relationship with Santander Bank will allow us provide an excellent opportunity for the Management to establish a foothold in South America from which we School to promote and disseminate its research can form new corporate relationships in that region, findings, and to illustrate that the School can offer build a recruiting presence and extend career organisations a range of consultancy services to meet opportunity offerings to our graduates. their business needs. Further, it provides an opportunity to raise the profile of ConsultIWP and the 10.2 Customer Orientation University as a whole in the region. Over 400 business leaders have attended the highly Our strategy is to have a number of organisations with successful ConsultIWP business series to date. whom we have very good relationships, and for whom the relationship is symbiotic. Consultancy Academy is a good example – they are a commercial consultancy which The Associate Dean, Knowledge Exchange, and the understands the academic contribution to practice and Business Development Manager regularly engage with the which benefits from its partnership with us. Our local Chambers of Commerce and other representative relationship with Rolls Royce is another example. Rolls networks of local business and the Marketing Manager Royce sponsor an entire module, providing live problems has achieved high visibility for our corporate connections for students to work on and guest lecturers. It allows our in the media, and among key external stakeholders and top MBA students to engage with Rolls Royce in a way opinion formers. This has resulted in: that can and does lead to positions with the company on 1. The School being featured in a CBI “Quest for graduation. PWC has a similarly close relationship with Success” DVD that has been distributed to 26,000 the AFM division. readers of Business Voice (CBI Official Magazine) We have hired a consultant to create and further and to 30,000 members of the CBI (Summer 2010). relationships in the region and nationally which will lead The Management School was featured in the to executive programs or student projects. Business Innovation Strand. Corporate partners in our research centres provide an 2. Hosting the Sheffield Management Lecture (June important base from which to extend existing 2010). The guest speaker, Richard Lambert, relationships. ConsultIWP provides a research-based Director General of the CBI was featured management consultancy service bringing together a extensively in national and regional newspapers. multi-disciplinary team to apply the latest research An audience of around 400 practitioner and findings, methods and tools to organisational problems. academics attended and the presentation focussed A recent International Conference (June 2010) attended on the relationship between universities and the by around 220 delegates organised by IWP involved both business sector. A dinner event afterwards academics and practitioners in discussing ideas around engaged regional industrialists in discussing such the impact of well-being on organisational performance. relationships in more detail. 3. Sponsorship of the Sheffield Star Environmental ConsultIWP Business Briefings Business Award at the first business awards programme open to companies across the Since October 2008, ConsultIWP has hosted over twenty Sheffield City Region (September 2010). Other free breakfast, lunch and evening business sessions, sponsors of the awards include companies such as aimed at senior managers, executives, and professionals HSBC, DLA, Nabarro, Cartridge World, P&A within medium to large sized organisations for whom Partnership and Rensburg Sheppards. The event flexible, innovative, self-directed employees are will be held at the Crucible Theatre in Sheffield important for business success. The free business series and the guest speaker is Lord Digby Jones. was designed to help local businesses survive the economic downturn by providing them with valuable 4. Sponsorship of the “MADE: The Entrepreneurial industry-leading insight and best practices. Festival Sheffield” in September, 2010. The Festival is headlined by former TV Dragon Doug Richard The business series covers topical HR issues: change and includes an address from the Deputy Prime management, teamworking, leadership, stress and Minister Rt Hon Nick Clegg MP. MBA Students wellbeing, corporate social responsibility, supply chain from the Management School will help to facilitate management, creativity and innovation, employee the two-day boot-camp for aspiring entrepreneurs engagement and motivation, and family friendly and ambitious small business owners. Other practices, to name a few. Each session features speakers sponsors of the Festival include O2, Creative and associates from the world-renowned Institute of Sheffield, Nat West and DLA Piper. Work Psychology, who are at the cutting edge of developments in organisational and work psychology.
University of Sheffield Management School I 101 10 Corporate Connections
10.3 National Corporate Links clients engaged in the public service supply chain. It results in a Postgraduate Certificate in Table A7 in Appendix 1 lists our corporate links, both Leadership which is a joint award between the two national and international and the nature of the Sheffield universities and represents a real partnership. At the local and national level, the partnership with the Sheffield City Region. While companies with whom we have the closest relationships the timing of the start of this programme is quite have deep involvement in contributing to the difficult given the public sector funding cuts, the development and delivery of our modules, and in the opportunities arising out of cross agency working development and delivery of our emerging executive provides ways of reducing costs and enhancing education offerings. PwC is engaged with us on first and service through partnership working. It is our second year modules, and Rolls Royce is involved in the intention to roll this programme out to other City content and delivery of their sponsored module. We have Regions in the UK. been working for two years with the Consultancy Academy, exchanging ideas, learning each others’ • Our relationship with Consultancy Academy business, which has resulted in the Business Catalyst enabled one of our academics to work with the programme. Our strategy with all companies with whom University of Sheffield medical school to develop we work closely is to develop relationships in our own a module on service performance improvement at networks. It is important that we know each other well. Northern General Hospital. Health services are hampered by bureaucracy driven by government Part of that process begins with the provision by the targets which translates into problematic partner company of guest lecturers on modules related processes. This module helps people to change and to that company. For instance, KPMG provide a guest improve processes to improve services. The lecturer; the Chief Executive of Molecular Skincare Ltd, a module is over-subscribed. University of Sheffield spin-out company which provides a case study for one module, attends to talk to the • The Management School has been a key player, students about the case study material; PwC and the along with other colleagues at the University of National Audit Office provide speakers for the Auditing Sheffield, other Yorkshire Universities and the module; and HSBC provide guest speakers for the Issues Regional Development Agency Yorkshire Forward, in Finance Module. The Strategic Management in forming an innovative research centre, Low Accounting module on the Executive MBA had the Carbon Futures (http://www.lowcarbonfutures.org/), Chairman of the Kingfisher Group as a guest speaker as which addresses the global challenge of climate well as a Clinical Finance Manager from the Rotherham change. The research centre has focussed on NHS Foundation Trust. At the undergraduate level, collaborating with corporate partners to access practitioners from Cadbury’s deliver lectures on the additional funding for research projects. Corporate Social Responsibility module. Our students are an integral part of our corporate Our involvement at the local and national level stems not relationships. Our MBA can now promise that students only from a need to remain connected and relevant to the will always have to work with a client from February to corporate world, but also from a desire to contribute to September in the Experience Enterprise and New the well-being of our community. Venture Planning modules, work which can develop into their dissertation project. We are approached by many • The School has close relations with local businesses. The Business Development Manager, who was professional bodies. We regularly host and employed to develop Business Advantage, meets with participate in activities of the local Chartered these companies to generate specifications for project Management Institute; staff and students briefs. These are sometimes linked to funding such as regularly participate in events organized by the Innovation Vouchers. This provides a professionalisation local Chartered Institute of Personnel and of the relationship – students are servicing a project Development branch; we present to the Chartered which is very real. One group of students is currently Association of Certified Accountants; and we are doing work on turnaround with KPMG, investigating the actively engaged in Regional AMBA network methods and tools required. While our overall strategy is events and events organised by network to bring products to market, projects like this have the organisations such as the Sheffield Green Business potential to turn into an executive programme. Club. Following on from Management School interaction with the Sheffield Chamber, the Innovation Vouchers, funded by Yorkshire Forward, have University is now a patron of the Sheffield been used to further engage both staff and students with Chamber of Commerce. corporate organisations. We have many examples of Innovation Voucher projects that have resulted in close • Business Advantage developed the Sheffield City links being developed with large companies (e.g. JCB) and Region Leadership Development Programme that small companies (SEAMS). We have engaged our brings together agencies from across the region: postgraduate students on work arising out of these Sheffield City Council, NHS Sheffield, South innovation projects (e.g. two student projects at JCB and Yorkshire Police and South Yorkshire Fire and one student project at Pro-Sheffield). Our postgraduate Rescue together with potential private sector students are involved in student projects across a diverse
102 I University of Sheffield Management School Corporate Connections 10
range of organisations (e.g. Bag It Don’t Bin It; Mydeco; • increase research opportunities for our faculty Creative Sheffield; Sheffield United; Davy Markham Ltd; • provide a network for our alumni. Royal College of Nursing; Royal Mail; EoN; School Trends Ltd). Our alumni are spread throughout the world and through our growing alumni activities we developing and 10.4 International Corporate Links enhancing international corporate connections. For Our corporate partnerships at the international level are instance, in 2010 an alumni reunion was held in Mumbai. currently around research collaborations. Our academics Hosted by Peter Beckingham, British Deputy High have key research partnerships with both public and Commissioner, the guest speaker was Mr B Sridhar, private entities, for example, Gibraltar Steel and Duracote Director of Bengal Tiger Line (India) Pvt Ltd and in the USA, the Japanese Institute of Certified Public Chairman of Indian Industry (CII) – Institute of Logistics. Accountants, the Ministry for Family Affairs, The Management School Advisory Board was founded in Netherlands, Tetrapak in Italy, the European Foundation 2006 and is being developed to assist us in key areas such for the Improvement of Living and Working Conditions, as international links. Recent developments arising out GASCO in the UAE, the Turkish Ministry of Trade, unions of Advisory Board discussions include a Round Table and NGOs in Mozambique and UNCTAD in Australia and event held in September 2010 to identify ways to engage South East Asia. with corporate organisations, locally and internationally. While at an individual level the faculty have broad and Finally, our students provide another avenue of deep relationships with corporate entities opportunities for internationalisation. The University of internationally, and some of our deep local partnerships, Sheffield SIFE (Students in Free Enterprise) Team won such as PwC and KPMG, have an international presence, the National Competition in 2010 and as a result is the the School is now looking to enhance its international UK representative in the World Competition Los Angeles corporate engagement. in October 2010. We aim to increase our international links to: Our aim is to capitalise on all these connections and the • provide project opportunities for our students strong corporate connections we have at national and local level, to develop an equally vibrant international • provide career opportunities for our students corporate presence.
Interfaces with the Corporate World: Levels, Scope and Examples
Scope Level Examples
Strategic School Advisory Board Strategy, Mission, Broad Policy
Broad Operational Associate Dean: External Relations Ongoing engagement, liaison and Knowledge Transfer between corporate world and School Management Team Encompasses applied policy and practices
Professional School Management Team, Involvement with local branches Individual Faculty of professional associations
Modular Module Leaders Corporate input into specific modules; managing corporate sponsored modules (e.g. Rolls Royce)
Certificate Staff supporting Associate Dean: Building local organisational External Relations and Knowledge capacity via Innovation Leaders, Transfer Business Catalyst and ensuing programmes
Consultancy ConsultIWP Disseminating the outcome of scientific research through practical application
University of Sheffield Management School I 103
Appendix One - Tables A1
Appendix One - Tables
Index of Tables
Appendix One - Large Tables
Table A1: Management School International Academic Partners and Type of Co-operation 106
Table A2: University of Sheffield Study Abroad Partners 111
Table A3: BA Business Management Assessment Descriptors 112
Table A4: International Enrolments over the last five years 115
Table A5: Standard qualifications and entry requirements 119
Table A6: Faculty profiles 121
Table A7: Management School Corporate Partners 123
Table A8: Faculty Involvement in Academic and Professional Organisations 127
Table A9: Research funded from abroad 130
University of Sheffield Management School I 105 A1 Appendix One - Tables
Table A1: Management School International Academic Partners and Type of Co-operation
Institution Country Nature of Collaboration Pécs University Hungary Research Collaboration Student Exchange Faculty Exchange Linköping University Sweden Research Collaboration Student Exchange Faculty Exchange Griffith University Australia Research Collaboration Student Exchange WU-Wien Austria Research Collaboration Student Exchange Copenhagen Business School Denmark Research Collaboration Student Exchange University of Zaragoza Spain Research Collaboration Student Exchange University of Minho Portugal Research Collaboration Faculty Exchange Forschungs- und Beratungsstelle Austria Research Collaboration Faculty Exchange Arbeitswelt (FORBA) Curtin University Australia Research Collaboration Faculty Exchange University of West Indies Barbados Research Collaboration Faculty Exchange Hong Kong Baptist University China Research Collaboration Faculty Exchange Hong Kong Polytechnic University China Research Collaboration Faculty Exchange ZGU China Research Collaboration Faculty Exchange Universite Pierre Mendes-France France Research Collaboration Faculty Exchange Nelson Mandela Metropolitan University South Africa Research Collaboration Faculty Exchange National Chung Hsing University Taiwan ROC Research Collaboration Faculty Exchange Raadboud University Netherlands Research Collaboration Faculty Exchange University of Otago New Zealand Research Collaboration Faculty Exchange University of Witwatersrand South Africa Research Collaboration Faculty Exchange City College Greece Research Collaboration Faculty Exchange Australian Graduate School Australia Research Collaboration of Management Central Queensland University Australia Research Collaboration Deakin University Australia Research Collaboration University of New South Wales Australia Research Collaboration Johannes Kepler University of Linz Austria Research Collaboration University of Vienna Austria Research Collaboration Katholieke Universiteit Leuven Belgium Research Collaboration Research Institute for Work and Society Belgium Research Collaboration (HIVA) - Katholieke Universiteit Leuven Pontificia Universidade Catolica Brazil Research Collaboration de Sao Paulo Centre for the Study of Democracy Bulgaria Research Collaboration Institute of Sociology, Bulgarian Bulgaria Research Collaboration Academy of Sciences L’Université du Québec à Montréal Canada Research Collaboration (UQAM) McMaster University Canada Research Collaboration Simon Fraser University Canada Research Collaboration University of Montreal Canada Research Collaboration University of Windsor Canada Research Collaboration
106 I University of Sheffield Management School Appendix One - Tables A1
Table A1: Management School International Academic Partners and Type of Co-operation (continued)
Institution Country Nature of Collaboration University of British Columbia Canada Research Collaboration University of Western Ontario Canada Research Collaboration CEIBS China Research Collaboration Center for European Studies of China Research Collaboration Yunnan University Fudan University China Research Collaboration Institute of EU Studies, Nanjing China Research Collaboration University NDRC China Research Collaboration Renmin University of China China Research Collaboration University of Electronic Science and China Research Collaboration Technology, Chengdu Frederick University Cyprus Research Collaboration University of Cyprus Cyprus Research Collaboration Danish National Inst. of Denmark Research Collaboration Occupational Health Forskningcenter for Denmark Research Collaboration Arbejdsmiljø (NRCWE) Rockwool Foundation Denmark Research Collaboration Technical University of Denmark Denmark Research Collaboration University of the Mediterranean France Research Collaboration Bremen University Germany Research Collaboration FORBA (Working Life Research Centre) Germany Research Collaboration Freie University of Berlin Germany Research Collaboration Institut für Arbeit und Qualifikation Germany Research Collaboration (IAQ), Universität Duisburg Essen TNS Infratest Germany Research Collaboration University of Duisburg Germany Research Collaboration University of Technology Darmstadt Germany Research Collaboration University of Ulm Germany Research Collaboration Patras University Greece Research Collaboration University of the Aegean Greece Research Collaboration Institute for Political Sciences of the Hungary Research Collaboration Hungarian Academy of Science CII India Research Collaboration Cochin University of Science India Research Collaboration and Technology Indian Institute of Science India Research Collaboration Quinn School of Business Ireland Research Collaboration University of Limerick Ireland Research Collaboration Ruppin Academic Centre Israel Research Collaboration
University of Sheffield Management School I 107 A1 Appendix One - Tables
Table A1: Management School International Academic Partners and Type of Co-operation (continued)
Institution Country Nature of Collaboration Technion - Israel Institute of Technology Israel Research Collaboration LABOR Italy Research Collaboration University of Catania Italy Research Collaboration University of L’Aquila Italy Research Collaboration University of Napoli Italy Research Collaboration University of Torino Italy Research Collaboration University of Udine Italy Research Collaboration University of Urbino Italy Research Collaboration Kona University Japan Research Collaboration Kyushu University Japan Research Collaboration Osaka City University Japan Research Collaboration Rikkyo University Japan Research Collaboration The Japanese Institute of Japan Research Collaboration Certified Public Accountants University of Doshisha Japan Research Collaboration University of Kyoto Japan Research Collaboration University of Tokyo Japan Research Collaboration Kyungsung University Korea Research Collaboration Vytautas Magnus University Lithuania Research Collaboration Eduardo Mondlane University Mozambique Research Collaboration Maastricht University Netherlands Research Collaboration Tilburg University Netherlands Research Collaboration University of Amsterdam Netherlands Research Collaboration University of Utrecht Netherlands Research Collaboration Vrije Universiteit, Amsterdam Netherlands Research Collaboration The University of Auckland, New Zealand Research Collaboration Business School Waikato University New Zealand Research Collaboration Oslo University Norway Research Collaboration SINTEF Norway Research Collaboration University of the Philippines Philippines Research Collaboration Cracow University of Economics Poland Research Collaboration Cenertec Portugal Research Collaboration University of Porto Portugal Research Collaboration St Petersburg University Russia Research Collaboration Chonnam National University S Korea Research Collaboration King Fahd University Saudi Arabia Research Collaboration Chung-Ang U., Seoul South Korea Research Collaboration Korean Labor Institute South Korea Research Collaboration POSRI, Seoul South Korea Research Collaboration
108 I University of Sheffield Management School Appendix One - Tables A1
Table A1: Management School International Academic Partners and Type of Co-operation (continued)
Institution Country Nature of Collaboration Institut de Ciència i Tecnologia Spain Research Collaboration Ambientals (ICTA). The Universitat Autonoma de Barcelona (UAB) Seville University Spain Research Collaboration Universidad de Oviedo Spain Research Collaboration Universitat Autònoma de Barcelona Spain Research Collaboration (UAB) Universitat Rovira i Virgili Spain Research Collaboration Arbetslivsinstitutet / NIWL Sweden Research Collaboration Mid Sweden University Sweden Research Collaboration University of Skövde Sweden Research Collaboration St Gallen University Switzerland Research Collaboration Ye Lin (academic) Taiwan Research Collaboration Asian Institute of Technology, Bangkok Thailand Research Collaboration Fatih University Turkey Research Collaboration Abu Dhabi University UAE Research Collaboration Dubai Chamber UAE Research Collaboration Clarke University USA Research Collaboration Clemson University, South Carolina USA Research Collaboration Cornell University USA Research Collaboration Fordham University USA Research Collaboration George Washington University USA Research Collaboration Krannert School of Management, USA Research Collaboration Purdue University Rutgers University USA Research Collaboration Tulane University USA Research Collaboration University of Massachusetts USA Research Collaboration University of Minnesota USA Research Collaboration University of New Haven USA Research Collaboration University of Villanova USA Research Collaboration Monash University Australia Research Collaboration Sao Paulo University Brazil Research Collaboration University of Manitoba Canada Research Collaboration Indian Institute of Management India Research Collaboration Universidad Nacional Autonoma Mexico Research Collaboration de Mexico Gothenberg University Sweden Research Collaboration Stockholm University Sweden Research Collaboration Bahcesehir University Turkey Research Collaboration Bentley College USA Research Collaboration Penn State University USA Research Collaboration
University of Sheffield Management School I 109 A1 Appendix One - Tables
Table A1: Management School International Academic Partners and Type of Co-operation (continued)
Institution Country Nature of Collaboration San Diego State University USA Research Collaboration Edith Cowan University Australia Research Collaboration Delft University of Technology Netherlands Research Collaboration Wollongong University Australia Student Exchange Université du Québec Canada Student Exchange Nan Jing University China Student Exchange Turku School of Economics and Finland Student Exchange Business Administration Bordeaux Ecole de Management France Student Exchange College Andre Chenier, Carcassone France Student Exchange EDHEC Nice/Lille France Student Exchange Lycees Jean Vigo, Millau France Student Exchange Rennes Business School France Student Exchange Universite de la Reunion France Student Exchange Chuo University Japan Student Exchange Doshisha University Japan Student Exchange Kyoto University Japan Student Exchange Okayama University Japan Student Exchange Sophia University Japan Student Exchange Yon Sei University Korea Student Exchange University of Valencia Spain Student Exchange Montana State USA Student Exchange Shanxi University China Faculty Exchange Universiteit Nimbas Netherlands Faculty Exchange Istanbul Sehir University Turkey Faculty Exchange University of Western Australia Australia Faculty Exchange Memorial University Canada Faculty Exchange St Marys University Canada Faculty Exchange Chinese Academy of Social Sciences China Faculty Exchange Tsinghua University, Beijing China Faculty Exchange Zhejiang University, Hangzhou China Faculty Exchange Helsinki School of Economics Finland Faculty Exchange E.S.C. Rouen France Faculty Exchange Grenoble Graduate School of Business France Faculty Exchange ALBA Athens Laboratory of Greece Business Administration Faculty Exchange University Of Malta Malta Faculty Exchange City College Romania Faculty Exchange City College Serbia Faculty Exchange Fu-Jen Catholic University Taiwan
110 I University of Sheffield Management School Appendix One - Tables A1
Table A2: University of Sheffield Study Abroad Partners
Sheffield University Study Abroad Partners Griffith University Australia Monash University Australia University of Queensland Australia University of Sydney Australia University of Western Australia Australia University of Wollongong Australia McGill University Canada McMaster University Canada University of Alberta Canada University of Waterloo Canada Akita International University Japan Chuo University Japan Doshisha University Japan Hiroshima University Japan Hosei University Japan International Christian University Japan Kanazawa University Japan Keio University Japan Kobe University Japan Kyoto University Japan Kyushu University Japan Meiji University Japan Nagoya University Japan Okayama University Japan Otaru University of Commerce Japan Rikkyo University Japan Seijo University Japan Sophia University Japan University of the Ryukyus Japan Yamaguchi University Japan Yokohama National University Japan Waseda University Japan Yonsei University Korea Sungyunkwan University Korea Case Western Reserve University USA Drexal University USA Georgia Institute of Technology USA Global Engineering Exchange (Global E3) USA Montana State University – Bozeman USA Oregon State University – Corvallis USA University at Buffalo (SUNY) USA
University of Sheffield Management School I 111 A1 Appendix One - Tables
Table A2: University of Sheffield Study Abroad Partners
Sheffield University Study Abroad Partners University of California – EAP USA University of Illinois at Urbana-Champaign USA University of Maryland at College Park USA University of New Mexico at Albuquerque USA University of North Carolina at Chapel Hill USA University of Ohio USA University of Oklahoma – Norman USA University of Pittsburgh USA University of Texas at Austin USA University of Wisconsin-Milwaukee USA Virginia Polytechnic Institute and State University USA
Table A3: BA Business Management Assessment Descriptors
Level 1 - General assessment descriptors To fulfil the requirements for progression at level 1, students should be able to demonstrate:
knowledge of the key principles and concepts within their area of study (referring to benchmark statements); an ability to evaluate and interpret information in accordance with the fundamental theories and concepts of the student’s area of study; an ability to present and develop lines of argument appropriate to the fundamental theories and concepts of the student’s area of study; the application of specialised skills.
Level 2 - General assessment descriptors To fulfil the requirements for progression at level 2, students should be able to demonstrate:
knowledge of the key principles and concepts within the student’s area of study (referring to benchmark statements); an ability to evaluate and interpret such principles and concepts; an ability to present and develop lines of argument appropriate to the theories and concepts of the student’s area of study; an ability to use well established methods and techniques appropriate to the student’s area of study; an ability to analyse information and to be able to propose solutions to problems arising from that analysis; an appropriate command of a range of specialised technical, professional, creative and/or conceptual skills.
112 I University of Sheffield Management School Appendix One - Tables A1
Table A3: BA Business Management Assessment Descriptors (continued)
Level 3 – General assessment descriptors (Note: since this is the level at which many students graduate with classified degrees, descriptors are provided relating to degree classes) FIRST CLASS
Students are able to demonstrate the following, with respect to the criteria relevant to their discipline: • comprehensive and deep understanding of key concepts and knowledge, and of a range of supporting evidence; • excellent, in-depth consideration of key issues, with skilful interpretation and use of a wide range of evidence; • excellent ability to integrate material from a variety of sources, and to deploy accurately and imaginatively established techniques of analysis and enquiry; • evidence of insightful analysis and of critical or imaginative thinking, and of the ability to question the validity of accepted approaches; • excellent skills in communicating the above knowledge and understanding and in the presentation of ideas; • a high level of command and application of the key specialised technical, professional, creative and conceptual skills; • an excellent level of competence.
UPPER SECOND
Students are able to demonstrate the following, with respect to the criteria relevant to their discipline: • a thorough understanding of key concepts and knowledge, and of a range of supporting evidence; • informed consideration of key issues and interpretation of evidence; • ability to integrate material from a variety of sources, and to deploy established techniques of analysis and enquiry, accurately and effectively; • evidence of analytical or critical thinking, of insight, and a recognition of the level of validity of alternative approaches; • good skills in communicating the above knowledge and understanding; • good command and application of the key specialised technical, professional, creative and conceptual skills; • a high level of competence.
LOWER SECOND
Students are able to demonstrate the following, with respect to the criteria relevant to their discipline: • understanding of key concepts and knowledge, and of a range of supporting evidence, and an awareness of alternative accepted approaches; • adequate consideration of key issues, demonstrating emerging ideas, but revealing gaps in coverage; • ability to integrate material from a variety of sources, and to deploy established techniques of analysis and enquiry, but limited in depth and in evidence of analytical or critical thinking; • an adequate level of ability to communicate the above knowledge and understanding; • some command and application of the key specialised technical, professional, creative and conceptual skills; • a satisfactory level of competence.
University of Sheffield Management School I 113 A1 Appendix One - Tables
Table A3: BA Business Management Assessment Descriptors (continued)
Level 3 – General assessment descriptors (Note: since this is the level at which many students graduate with classified degrees, descriptors are provided relating to degree classes) THIRD / PASS
Students are able to demonstrate the following, with respect to the criteria relevant to their discipline: • some understanding of key concepts and knowledge, and an awareness of the existence of supporting evidence; • some consideration of key issues, but revealing significant gaps in coverage; • some ability to integrate material from a variety of sources, and to deploy established techniques of analysis and enquiry, but very limited in depth and evidence of critical thinking; • an adequate level of ability to communicate the above knowledge and understanding; • some ability to apply key specialised technical, professional, creative and conceptual skills; • some limited competence.
FAIL
To the extent that the following criteria apply to their discipline, students demonstrate no, or very limited evidence of: • knowledge and understanding of key concepts and supporting evidence; • consideration of key issues; • ability to integrate material from a variety of sources, to deploy established techniques of analysis and enquiry, and think critically; • ability to communicate knowledge and understanding; • competence and ability to apply key specialised technical, professional, creative and conceptual skills.
114 I University of Sheffield Management School Appendix One - Tables A1
Table A4: International Enrolments 2005-2009
Management School - Undergraduate Newly Registered Students By Year And Nationality Intake Year Nationality 2005 2006 2007 2008 2009 Azerbaijan 1 Bahrain 11 Bangladesh 1 1 1 Brunei [Brunei Darussalam] 14 18 1 Bulgaria 1 1 2 2 Canada 1 1 China 15 15 38 59 66 Cyprus (European Union) 2 6 1 7 Cyprus, not otherwise specified 1 5 9 7 Czech Republic 1 Estonia 2 France {includes Corsica} 3 1 Germany 1 2 1 1 1 Ghana 1 Gibraltar 1 Greece 1 Hong Kong (Special Administrative Region of China) [Hong Kong] 2 1 2 Hungary 1 India 3 2 4 8 4 Indonesia 1 Iran [Iran, Islamic Republic of] 2 1 1 Ireland 3 2 1 Isle of Man 2 1 Japan 1 Jordan 1 Kazakhstan 1 Kenya 1 1 2 3 Latvia 11 Lithuania 1 1 2 Malaysia 1 7 3 2 4 Mauritius 2 3 Mongolia 1 Nepal 1 Netherlands 1 1 Nigeria 1 2 6 4 6 Pakistan 1 2 4 3 Panama 1 Poland 3311 Portugal {Includes Madeira, Azores} 1
University of Sheffield Management School I 115 A1 Appendix One - Tables
Table A4: International Enrolments 2005-2009 (continued)
Management School - Undergraduate Newly Registered Students By Year And Nationality Intake Year Nationality 2005 2006 2007 2008 2009 Qatar 31 Romania 164 Russia [Russian Federation] 1 1 Saudi Arabia 11 Serbia 1 Sierra Leone 1 Singapore 1 1 Slovakia 1 Slovenia 1 Somalia 1 South Africa 1 Spain {includes CEUTA, MELILLA} 1 1 Sri Lanka 2 1 Sudan 1 Sweden 11 Switzerland 1 Taiwan 3 Tanzania [Tanzania, United Republic of] 1 Thailand 11 United Arab Emirates 1 United Kingdom 309 237 329 294 310 United States 111 Vietnam [Viet Nam] 2 1 2 Zambia 12 Zimbabwe 1 1 2 1 Grand Total 365 311 420 419 439 UK 71% Non UK 29%
116 I University of Sheffield Management School Appendix One - Tables A1
Management School - Postgraduate Taught Newly Registered Students By Year And Nationality Intake Year Nationality 2005 2006 2007 2008 2009 Azerbaijan 1 Bahamas, The 1 Bangladesh 1 2 Botswana 1 1 Brazil 11 British Virgin Islands [Virgin Islands, British] 1 1 Brunei [Brunei Darussalam] 1 1 Bulgaria 1211 Cameroon 1 Canada 221 China 19 33 47 71 56 Colombia 1 1 1 1 Costa Rica 1 Cyprus (European Union) 6 2 7 Cyprus, not otherwise specified 2 4 2 France {includes Corsica} 1 2 1 1 Germany 22 Ghana 211 Gibraltar 1 Greece 2 4 7 2 1 Hong Kong (Special Administrative Region of China) [Hong Kong] 1 1 2 Hungary 1 India 5 32 42 77 49 Indonesia 1 Iran [Iran, Islamic Republic of] 1 2 2 2 7 Ireland 11 Israel 11 Italy {Includes Sardinia, Sicily} 2 2 Japan 3 3 1 5 3 Jordan 3 1 1 2 2 Kazakhstan 1 Kenya 1 1 1 Korea (South) [Korea, Republic of] 1 2 3 3 Kuwait 2 Latvia 1 Libya [Libyan Arab Jamahiriya] 1 Lithuania 1 Malaysia 3 2 3 7 3 Mexico 2 6 2 Nepal 1 Netherlands 1 1 1
University of Sheffield Management School I 117 A1 Appendix One - Tables
Management School - Postgraduate Taught Newly Registered Students By Year And Nationality (continued) Intake Year Nationality 2005 2006 2007 2008 2009 Nigeria 6 4 14 11 10 Norway 1 Oman 1 1 4 2 1 Pakistan 1 5 10 7 3 Poland 122 Portugal {Includes Madeira, Azores} 1 1 1 Qatar 41 Romania 1 Russia [Russian Federation] 1 1 Rwanda 1 Saudi Arabia 2 2 3 8 16 South Africa 11 Spain {includes CEUTA, MELILLA} 1 1 Sri Lanka 2 1 2 1 2 Syria [Syrian Arab Republic] 1 Taiwan 11 21 11 13 17 Thailand 1 2 1 2 Uganda 11 Ukraine 1 United Kingdom 6 34 40 29 39 United States 3 2 2 2 Vietnam [Viet Nam] 2 1 Yemen 1 Zimbabwe 1 Grand Total 76 185 226 274 240 UK 16% Non UK 84%
Management School - Postgraduate Research Newly Registered Students By Year And Nationality Intake Year Nationality 2005 2006 2007 2008 2009 Algeria 1 Bangladesh 1 Brazil 2 Canada 1 China 1 1 1 1 3 Ghana 2 2 Hong Kong (Special Administrative Region of China) [Hong Kong] 1 India 1 Iran [Iran, Islamic Republic of] 1 2 Iraq 1
118 I University of Sheffield Management School Appendix One - Tables A1
Management School - Postgraduate Research Newly Registered Students By Year And Nationality (continued) Intake Year Nationality 2005 2006 2007 2008 2009 Japan 1 Malaysia 1 2 1 1 Oman 22 Pakistan 11 Portugal {Includes Madeira, Azores} 1 Russia [Russian Federation] 1 Sudan 1 Turkey 1 1 Ukraine 1 United Kingdom 2 4 Grand Total 8 15 5 7 11 UK 13% Non-UK 87%
Table A5: Standard qualifications and entry requirements
Undergraduate Degrees A-levels (including one single award Vocational A-level): Management (N200): ABB or equivalent grades Accounting & Financial Management (N420): ABB or equivalent. Accounting & Financial Management and Business Management: ABB or equivalent. Dual degree programmes: ABB - BBC (depending on the study programme involved).
A-levels (including a Vocational Double Award): Management: AB in the double award, plus B in an A-level of an academic nature. Or BB in the double award, plus A in an appropriate A-level. Accounting & Financial Management: AB in the double award, plus B in an appropriate A-level or BB in the double award, plus A in an appropriate A-Level.
Scottish Advanced/Highers Management: AABB Accounting & Financial Management: AABB Dual degree programmes: AABB-ABBB (depending on study programme involved).
Irish Leaving Certificate Management: AABBB Accounting & Financial Management: AABBB Dual degree programmes: AABBB-ABBBB (depending on study programme involved).
University of Sheffield Management School I 119 A1 Appendix One - Tables
Table A5: Standard qualifications and entry requirements (continued)
Undergraduate Degrees (continued) BTEC National Diploma A majority of distinctions, and the rest merits, in the final assessment.
International Baccalaureate Management: 33 points Accounting & Financial Management: 33 points Dual degree programmes: 33-32 points (depending on the study programme involved).
GCSE requirements Successful applicants will have achieved a grade B in Mathematics GCSE, or an equivalent qualification, plus grade C or above in English Language GCSE.
Postgraduate Degrees MScs All applicants must have a Bachelors degree (in any subject), at a good second-class level. There are no specific work experience criteria, as the programme is designed to develop knowledge, skills and understanding in management at Masters level for those without previous work experience, and with limited or no foundation in the business or management sciences, but who have demonstrated mastery of general academic skills through a good first degree from a recognised institution. Non-native English speakers must have a good mastery of spoken and written English at IELTS level 7 or greater.
MBAs All applicants must have a Bachelors degree (in any subject) at a good second-class level, and non-native English speakers have a good mastery of spoken and written English at IELTS level 7 or greater. They should also have at least three, and ideally five years managerial experience. Cambridge Advanced Certificate or IELTS (no less than 6.5) or TOEFL (no less than 575 or computerised 232, Internet based 90). Applicants for the Executive MBA are normally required to have considerable – more than three years - working experience (in practice, the average is 9 years)
PhDs Applicants should normally have an upper second-class honours Bachelors degree (or its international equivalent) and a good Masters degree, at least one of which should be in a relevant discipline. In addition non-native English speakers must have a good mastery of spoken and written English at IELTS level 7 or greater.
120 I University of Sheffield Management School Appendix One - Tables A1
Table A6: Faculty profiles
Name Highest Institution Awarding Date % of Time Actively Gender Nationality Cluster Degree Highest Degree of First Employed Involved in (if holding & Year Appt to Consulting (C) non-UK School Research (R) passport) Professional experience/ activities (P) J Adcock (P) PhD ‘71 University of Southampton 2000 100 C, R, P M AFM N O’Sullivan (P) PhD ‘01 Nottingham University 2005 100 R M Ireland AFM Business School J Binner (P) PhD ‘90 University of Leeds 2010 100 C, R F AFM F Birkin (P) BSc ‘72 Imperial College, 2001 100 R M AFM London University H Le PhD ‘04 Durham Business School, 2008 100 R F Viet Nam AFM University of Durham H Yazdifar PhD ‘04 University of Manchester 2001 100 C, R M Iran AFM J Brierley PhD ‘06 University of Huddersfield 2000 100 R M AFM J Cullen (P) MSc ‘85 Sheffield City Polytechnic 2005 100 C, R, P M AFM (now Sheffield Hallam University) K D Moore MA’01 Sheffield Hallam University 2009 100 (Teaching Fellow) M AFM L A Lewis MPhil ‘86 Huddersfield Polytechnic 1995 100 C, R F AFM N Jiang PhD ‘09 University of Cambridge 2009 100 R M China AFM N Komori PhD ‘04 School of Management; 2009 100 C, R F Japan AFM University of Sheffield R Hodges (P) MBA‘91 University of Nottingham 2005 100 R M AFM S Ogden (P) MA ’71 University of Warwick 2005 40 R M AFM S Yin PhD ‘06 Manchester Business School, 2009 100 R F China AFM the University of Manchester W J Lee PhD ‘92 University of Bath 2000 100 R, P M AFM D Renwick PhD ‘07 University of Sheffield 2000 100 R M HRM G T Wood (P) PhD ‘95 Rhodes University 2005 100 C, R, P M South Africa HRM P Dibben PhD ‘03 Middlesex University 2006 100 R F HRM P Dick PhD ‘00 University of Sheffield 2001 100 R F HRM P Johnson (P) PhD ‘89 Sheffield City Polytechnic 2005 100 C, R, P M HRM S Nadin PhD ‘04 School of Management; 2008 100 R F HRM University of Sheffield C Axtell MSc’93 School of Management; 1996 80 C, R F IWP University of Sheffield C Sprigg MSc’93 Hull University 2002 100 C, R M IWP C Stride PhD’ 95 University of Warwick 1996 100 C, R,P M IWP D Holman PhD’96 Manchester Metropolitan 1996 100 C, R, P M IWP University K Birdi PhD ‘00 University of Sheffield 1992 100 C, R, P M IWP M Patterson PhD’09 University of Sheffield 1996 100 C, R, P M IWP R Nicolson (P) PhD ‘78 University of Cambridge 2010 20 C, R M IWP A B Tylecote (P) PhD ‘83 University of Sheffield 1994 100 C, R M MGT A Brint PhD ‘87 University of Sheffield 2006 100 R M MGT A Choudhary PhD ‘09 Loughborough University 2010 100 R M India MGT
University of Sheffield Management School I 121 A1 Appendix One - Tables
Table A6: Faculty profiles (continued)
Name Highest Institution Awarding Date % of Time Actively Gender Nationality Cluster Degree Highest Degree of First Employed Involved in (if holding & Year Appt to Consulting (C) non-UK School Research (R) passport) Professional experience/ activities (P) C C Williams (P) MPhil ’87 University of Birmingham 2006 100 C, R M MGT D Breslin PhD ‘10 University of Lincoln 2008 100 C, R, P M Ireland MGT D Fletcher PhD ‘97 Nottingham Trent University 2006 100 C, R, P F MGT E Carnegie PhD ‘09 University of Edinburgh 2005 100 R F MGT G Nichols PhD ‘04 University of Sheffield 1993 100 C, R, P M MGT J Burchell PhD ‘99 University of Sheffield 2005 100 R M MGT J P Kawalek PhD ‘98 Sheffield Hallam University / 2001 100 C, R, P M MGT Open Business School J Padmore PhD ‘90 University of Sheffield 1991 60 C, R F MGT J Wright MA ‘78 University of Sheffield 2009 50 (Teaching Fellow) M MGT K Mellahi (P) PhD ‘94 The University of Nottingham 2006 100 C, R M Algeria MGT M Simpson PhD ‘82 Aston University in 1997 100 C, R M MGT Birmingham S C L Koh (P) PhD ‘01 University of Hertfordshire 2001 100 R F Malaysia MGT S Macdonald (P) PhD ‘74 University of 1996 100 C, R M MGT Newcastle upon Tyne S Maguire PhD ‘98 The Management School, 2001 100 C, R, P M MGT Lancaster University B Barnes (P) PhD ‘02 University of Leeds 2009 100 R M SAM C J Oates PhD ‘97 University of Sheffield 1997 60 R, P F SAM D T O’Reilly PhD ‘08 Sheffield Hallam University 2006 100 C, R M SAM H Sminia PhD ‘93 Rijksuniversiteit Groningen 2006 100 C, R, P M Netherlands SAM K Glaister (P) PhD ‘94 University of Bradford 2005 100 R M SAM Management School M Demirbag (P) PhD ‘94 University of Bradford 2003 100 R, P M Turkey SAM M McGuinness PhD ‘99 University of Leeds 2000 100 C, R F SAM S Laforet PhD ‘95 University of Sheffield 2002 100 C, R F France SAM S Sahedev PhD ‘00 Indian Institute of 2006 100 C, R M India SAM Technology Chennai, India (P) Denotes full professorial rank (Chair)
122 I University of Sheffield Management School Appendix One - Tables A1
Table A7: Management School Corporate Partners
Company Country Nature of Collaboration PwC UK Advisory Board Student development Module Contribution Rolls-Royce UK Research/Consulting Advisory Board Student development Module Contribution KPMG UK Student development Module Contribution JCB UK Research/Consulting Module Contribution Audit Commission UK Module Contribution Consultancy Academy UK Module Contribution Enterprise Rent A Car USA Module Contribution QED UK Module Contribution BagitDontBinit UK Research/Consulting Advisory Board Student development School Trends UK Research/Consulting Advisory Board Student development Sheffield City Council UK Research/Consulting Advisory Board Student development SEAMS Ltd UK Research/Consulting Advisory Board Student development Aagrah Restaurants UK Research/Consulting Student development BIBCOM UK Research/Consulting Student development Creative Sheffield UK Research/Consulting Student development Doncaster Chamber of UK Research/Consulting Student development Commerce Doncaster City Council UK Research/Consulting Student development E-ON UK Research/Consulting Student development Flexible Brains/BrandTalk UK Research/Consulting Student development Groundwork Derbyshire UK Research/Consulting Student development Magnomatics UK Research/Consulting Student development Organitang UK Research/Consulting Student development Party Your Way UK Research/Consulting Student development Penna UK Research/Consulting Student development Royal College of Nursing UK Research/Consulting Student development Sheffield Teaching Hospitals UK Research/Consulting Student development Sologlas UK Research/Consulting Student development South Yorkshire Police UK Research/Consulting Student development Subway UK Research/Consulting Student development Swellaway UK Research/Consulting Student development Trade Sheffield UK Research/Consulting Student development Walnut Club UK Research/Consulting Student development NPower UK Research/Consulting Advisory Board Stradia Ltd UK Research/Consulting Advisory Board Avon UK Research /Consulting Christian Salveson UK Research/ Consulting A4E UK Research/Consulting Archomai Ltd UK Research/Consulting ASDA UK Research/Consulting Austrian Institute for Austria Research/Consulting small business Bar Standards Council UK Research/Consulting Barnsley & Rotherham UK Research/Consulting Chamber of Commerce BBC U.K. Research/Consulting
University of Sheffield Management School I 123 A1 Appendix One - Tables
Table A7: Management School Corporate Partners (continued)
Company Country Nature of Collaboration Belgium Federal Belgium Research/Consulting Administration for Social Security & Science Policy BJD UK Research/Consulting Britannia Building Society England Research/Consulting Carilion PLC UK Research/Consulting CCPR UK Research/Consulting Chartered Institute of UK Research/Consulting Logistics and Transport Clyde Bergemann UK Research/Consulting Darlington Town Council England Research/Consulting Davey-Tree Ltd & NCS Ltd. United Research/Consulting States DavyMarkham UK Research/Consulting DCSF UK Research/Consulting Department for Transport UK Research/Consulting Department of Handlooms India Research/Consulting and Textiles, Govt. of Kerala Department of International UK Research/Consulting Development (DFID) Department of Trade UK Research/Consulting and Industry Department of Work UK Research/Consulting and Pensions DHL UK Research/Consulting DLA Piper UK Research/Consulting Driving Standards Agency UK Research/Consulting Duracote Ltd United States Research/Consulting EA Technology UK Research/Consulting Entertainment UK UK Research/Consulting European Commission European Research/Consulting Union European Commission, European Research/Consulting DG Employment and Union, Social Affairs Mexico European Foundation for European Research/Consulting the Improvement of Living Union and Working Conditions Feeling Alive Ltd U.K. Research/Consulting Fuel Champ UK Research/Consulting Game Engineering UK Research/Consulting GASCO UAE Research/Consulting Gibraltar Steel USA Research/Consulting GVG Ltd Serbia Research/Consulting Halfords UK Research/Consulting Hatte Larlham Hospitals United States Research/Consulting HM Treasury UK Research/Consulting
124 I University of Sheffield Management School Appendix One - Tables A1
Table A7: Management School Corporate Partners (continued)
Company Country Nature of Collaboration Huddersfield Media Centre U.K. Research/Consulting Hull City Museums England Research/Consulting IKEA UK Research/Consulting Insurance Institute of London, UK Research/Consulting International Labour Office Europe Research/Consulting Kuehne and Nagel UK Research/Consulting LCP UK Research/Consulting Leeds Housing Association UK Research/Consulting Linpac UK Research/Consulting London Area Procurement UK Research/Consulting Network London Authorities UK Research/Consulting Procurement Network Mike Smethurst UK Research/Consulting Woodturning MindShare U.K. Research/Consulting Ministry for Family Affairs, Netherlands Research/Consulting Netherlands Ministry of Defence - UK Research/Consulting Royal Navy Mobius UK Research/Consulting MoD UK Research/Consulting Myers Europe UK Research/Consulting National Audit Office UK Research/Consulting National Policing UK Research/Consulting Improvement Agency NAVCA, Sheffield & The Research/Consulting Knowledge Highway Ltd. NHS UK Research/Consulting NHS Supply Chains UK Research/Consulting North Yorkshire Police UK Research/Consulting Northumbria University UK Research/Consulting O2 UK Research/Consulting Oxford Analytica UK Research/Consulting Panasonic UK Research/Consulting PC World UK Research/Consulting Pearn Kandola UK Research/Consulting Pearson Education, Higher UK Research/Consulting Education Division Proactive Logistics UK Research/Consulting Quinetiq UK Research/Consulting Resounding Business UK Research/Consulting Solutions Reverse Logistics USA Research/Consulting Association Roseleaf Media UK Research/Consulting
University of Sheffield Management School I 125 A1 Appendix One - Tables
Table A7: Management School Corporate Partners (continued)
Company Country Nature of Collaboration Rotherham Foundation UK Research/Consulting Trust Rotherham PCT UK Research/Consulting Routledge Publishers, UK Research/Consulting London Royal Mail UK Research/Consulting Safeway UK Research/Consulting Sagentia UK Research/Consulting Sheffield Now UK Research/Consulting Sportscotland Scotland Research/Consulting Stiller Group UK Research/Consulting Strategy Games Ltd UK Research/Consulting Tesco UK Research/Consulting Tetra Pak Sweden Research/Consulting Tetra Pak Italy Research/Consulting TetraPak UK Research/Consulting Thames Water Systems UK Research/Consulting The Japanese Institute of Japan Research/Consulting Certified Public Accountants ToysRUs UK Research/Consulting Trakker Products Ltd UK Research/Consulting UK Department for UK Research/Consulting Children, Schools and Families UNCTAD Australia, Research/Consulting Indonesia, Myanmar, Singapore, Burma, Malaysia, Vietnam, Cambodia Virgin Megastore UK Research/Consulting Vivendi Universal Games UK Research/Consulting Wandsworth Borough UK Research/Consulting Council Wardell Armstrong UK Research/Consulting White Rose Centre for UK Research/Consulting Enterprise Wonderbox UK Research/Consulting Woolworths UK Research/Consulting Young Presidents UK Research/Consulting Organisation
126 I University of Sheffield Management School Appendix One - Tables A1
Table A8: Faculty Involvement in Academic and Professional Organisations
Organisation Country No. of Activity/Role Faculty Academy of International Business USA 3 Member Academy of Management USA 5 Member Academy of Marketing UK 3 Member Academy of Marketing USA 2 Member Academy of Marketing Science USA 2 Member Academy of Social Sciences UK 1 Academician Accounting, Auditing and UK- 1 Reviewer Accountability Journal Australia AIB USA 1 Member American Academy of Management USA 1 Member American Accounting Association USA 3 Member American Marketing Association USA 1 Member APICS USA 1 Member Asian Finance Association Asia 1 Member ASSESS (UK/European User’s Group) Europe 1 Committee member and trainer Association of Chartered Certified International 1 Member of the International Public Sector Accountants Technical Committee British Academy of Management UK 1 Member/Conference Paper Reviewer British Academy of Management UK 1 Steering group member of SIG on CSR British Academy of Management UK 1 Exec 2002-2009 British Academy of Management UK 8 Member British Academy of Management U.K. 1 Committee Member for the Research Methodology Special Interest Group. British Academy of Management UK 1 Elected Council Member British Accounting Association UK 3 Executive Committee Member British Accounting Association UK 4 Member British Accounting Association UK 1 Chair of Public Services Group (2007-2010); National Secretary from 2011. British Classification Society UK 1 Secretary British Psychological Society UK 1 Chartered Member British Psychological Society UK 1 Chartered Occupational Psychologist and Ordinary Member of Division of Occupational Psychology British Psychological Society UK 1 Member and former Chair of the Occupational Psychology Section British Psychological Society & Health UK 1 Active Member of Working Group on Workplace Professions Council Well-Being British Sociological Association UK 1 Member British Sociological Association UK 1 Member and on Editorial Advisory Board of journal, Work, Employment & Society British Universities Industrial Relations UK 1 Member Association
University of Sheffield Management School I 127 A1 Appendix One - Tables
Table A8: Faculty Involvement in Academic and Professional Organisations (continued)
Organisation Country No. of Activity/Role Faculty BSA UK 2 Member C.I.P.F.A. UK 1 Member Centre for Social and Environmental UK 1 Member Accounting Research Chartered Insurance Institute UK 1 Member CIM International 1 Fellow of the CIM. Liaise with CIM to put on events as part of the University’s Public Sector Academy programme. CIM International 1Member CIM International 1 Liaison for School’s marketing courses and member CIMA International 1 Examination Oversight Board Member CIMA International 2 Research Board Member CIPD UK 2 Associate member CIPD UK 1 Member of Editorial Board CIPD UK 1 Fellow CMI UK 1 Member Committee of Departments of Accounting UK 1 Chair and Finance Critical perspectives in Accounting US 1 Reviewer Emergency Planning Society UK 1 Member ESRC Peer Review College UK 1 Member EURAM EU 1 Member/Conference Discussant EURAM EU 1 Conference organiser EURAM EU 1 Member EUROMA Europe 1 Member European Accounting Association Europe 2 Member European Association for Evolutionary Europe 1 Member (ex-Treasurer) Political Economy European Association of Work and Europe 2 Member Organisational Psychologists European Council for Small Business and Europe 1 Member Entrepreneurship. European Institute for Advanced Studies Europe 1 Conference participation in Management European Operations Management Europe 1 Member Association. European Sociological Association International 1Member FHEA UK 1 Fellow Franke-Sissons Pension Scheme UK 1 Director and Trustee Groundwork East Midlands UK 1 Director and Trustee Health Professionals Council UK 1 Member
128 I University of Sheffield Management School Appendix One - Tables A1
Table A8: Faculty Involvement in Academic and Professional Organisations (continued)
Organisation Country No. of Activity/Role Faculty Higher Education Academy. UK 2 Fellow IET UK 1 Chartered Engineer IIE UK 1 Member ILT UK 3 Fellow INFORMS USA 1 Member Institute for Small Business & UK 1 Vice President for Practice Entrepreneurship Institute for Small Business & UK 2 Member Entrepreneurship Institute of Chartered Accountants in UK 1 Member England and Wales Institute of Civil Defence and UK 1 Honorary Fellow Disaster Studies Institute of Sport and Recreation UK 1 Member Management International Consultants Europe 1 Member International Society for the Study of International 1Member Work and Organisational Values IOM UK 1 Member Journal of Management US 1 Editorial board member Management Control Association UK 1 Member MCA UK 1 member Meadowhead School Sheffield UK 1 Chair of Governors Museums Association UK 1 Member ORS UK 1 Member Production and Operations Management USA 1 Member Society. R&D Society UK 1 Member Regional Studies Association UK 1 Fellow Research in Accounting in UK 1 Reviewer Emerging Economies Round Table Group USA 1 Consultant member Royal Geographical Society UK 1 Fellow Royal Statistical Society UK 1 Member of local group organising committee Royal Statistical Society UK 1 Fellow/Chartered Statistician SMS USA 1 Member South Yorkshire Green Business Club UK 1 Steering Committee member Sport Volunteer Research Network UK 1 Chair Strategic Management Society USA 1 Member The Consultancy Academy UK 1 Director U.K. Academy of Information Systems UK 1 Reviewing papers for the annual conference. Chairing sessions at the conference. U.K. Systems Society UK 1 Member
University of Sheffield Management School I 129 A1 Appendix One - Tables
Table A9: Research funded from abroad
Name Organisation Country Project Grant Year Birkin EU China Building capacities for corporate £284,210 2007 environmental management:a study of experiences in the Yunnan and Jiangsu provinces of the People’s Republic of China Koh National Development China/EU Green and low carbon supply chain £30,000 2008 Reform China and economy: China and Europe Birdi European Commission EU COMPOSITE: Comparative Studies of €400,000 2010-2014 Police in the EU: Work Package 3 Demirbag European Commission- EU MIRIAD – Managing and Infusing €199,857 2006-2008 6th Framework Research Investment and Development Fletcher European Commission EU Creating Energy2b eco-system for €1,000,000 2009 entrepreneurship education Nicolson European Commission EU Foreign language with the instinct €1,400,000 2003-6 of a child (FLIC). Ratcheva European Commission EU Examine the current and potential €460,000 2006 knowledge capabilities of SMEs in four European regions Williams European Commission EU Feasibility of establishing a European platform for tackling undeclared work €460,000 2010 Williams European Commission EU Feasibility of a direct survey of €200,000 2006 DG Employment undeclared work in the European Union Koh South East European Greece Customer Relationship Management £12,150 2006 Research Centre (SEERC) Koh South East European Greece Green supply chain in manufacturing £9,030 2005 Research Centre (SEERC) industry in Greece and Bulgaria Koh South East European Greece Improving SMEs’ competitiveness £9,030 2005 Research Centre (SEERC) via the cluster approach in Serbia, Macedonia and Bulgaria Williams European Foundation for Ireland Evaluation of best practice policy £2,000 2009 the Improvement of measures to tackle undeclared work Living and Working in France Conditions Williams European Foundation for Ireland Provision of a synthesis report on £29,875 2008-2009 the Improvement of measures to combat undeclared work Living and Working in 27 EU member states and Norway Conditions Williams European Foundation for Ireland An evaluation of policy measures to £45,000 2007 the Improvement of tackle undeclared work in 5 EU Living and Working member states Conditions
130 I University of Sheffield Management School Appendix One - Tables A1
Name Organisation Country Project Grant Year Komori The Japan Foundation Japan “Towards Convergence: The Impact of £11,100 2008 Global Accounting on Corporate Governance, and the Growing Significance of Financial Literacy in Japan” Komori The Daiwa Japan “Professional Socialization and Career £1,500 2006-7 Anglo-Japanese Development of Women Accounting Foundation Professionals in Japan in the Era of Globalization” Koh National Science Council Taiwan E-business and ERP £8,000 2005 (NSC) Nicolson Ackermann Foundation. USA Evaluation of cerebellar intervention $1,600,000 2007-9 Holman EU Framework 7 WALQING: Work and Life Quality in €222,770 010-2013 New Growth jobs
University of Sheffield Management School I 131 A2 Appendix Two - The Workload Model
Appendix Two – Workload Model
Workload Model: Standard Allocations
Notes: • The workload model is a tool for ensuring equity of workload/guide for allocating work reasonably, and not to act as a stop on the amount of work that each individual member of staff can/should undertake. • It is the responsibility of the Management Team to: • monitor and manage each staff member’s contribution; • annually review the remit and purpose of admin roles, which members of staff will assume responsibility, and the hours allocated.
Hours Available 44 weeks x 35 hours = 1540 hours per annum
Research 40% = 616 hours
PGR Supervision • Supervision = 60 actual hours • Internal examining = 20 hours (retrospectively) • Upgrade assessments = 4 hours (retrospectively)
REF Impact Activities 50 – 100 hours depending on activity and as agreed by the Management Team
Research Grants Awarded • £0 - £49,999 = 50 hours • £50,000 - £99,999 = 75 hours • £100,000 - £249,999 = 100 hours • £250,000 + = to be negotiated Note, the above are conditional on there being no buy-out for staff receiving the grant and if the grant is awarded to more than one member of staff the hours will be divided between them.
Research Grant Management Management by the Principal Investigator of a Research Assistant = 100 hours per annum for the duration of the grant
Study Leave Where feasible to endeavour to reduce loads to 60% (or pro rata equivalent) of the overall allocation.
132 I University of Sheffield Management School Appendix Two - The Workload Model A2
Teaching and Administration 60% = 924 hours
Citizenship 100 hours (or pro rata equivalent) and 66 hours for staff on study leave (or pro rata equivalent)
Marking • UG level = 0.5 hour per student for a 10 credit module and 1 hour per student for 20 credit modules • PGT level = 1 hour per student regardless of the number of credits • Re-sit marking (all levels) = 0.5 hours per student up to a maximum of 20 hours per module
Module leader • 550 + students = 75 hours • 500 – 549 students = 70 hours • 450 – 449 students = 65 hours • 400 – 449 students= 60 hours • 350 – 399 students = 55 hours • 300 – 349 students = 50 hours • 250 – 299 students = 45 hours • 200 – 249 students = 40 hours • 150 – 199 students = 35 hours • 100 – 199 students = 30 hours • 50 – 99 students = 25 hours • 1 – 49 students = 20 hours
Programme Development 75 hours in the year in which it is developed
Module Development 50 hours in the year in which it is developed
Personal Tutoring 30 hours (or pro rata equivalent) and 15 hours for staff on study leave (or pro rata equivalent)
PGT Project Supervision • 15 actual hours in total per project (10 hours supervision, 2 hours marking own projects and 3 hours for blind, second marking) • 4 projects (or more if not up to workload, i.e. 1540 hours or pro rata equivalent) with the option of a further 1-5 outside workload to be paid at £259.20 (15 hours @ £17.28) per project paid into discretionary fund. • Teaching-only staff, 8 projects (or more if not up to workload) with the option of a further 1-5 outside workload to be paid at £259.20 (15 hours @ £17.28) per project paid into discretionary fund.
Probationary Allowances • Year 1 = 60% of T&A load • Year 2 = 70% of T&A load • Year 3 = 80% of T&A load
University of Sheffield Management School I 133 A2 Appendix Two - The Workload Model
Teaching and Administration 60% = 924 hours
Standardised Teaching Allocations • Lectures and tutorials = 1:4 (i.e. for every 1 hour contact time, 4 to be allocated) • Repeat lectures and tutorials = 1:2 (i.e. for every 1 hour contact time, 1 hour to be allocated) • Induction Week activities = 1:2 (i.e. for every 1 hour contact time, 2 hours to be allocated) • Lectures (all levels) = 20 maximum hours • Tutorials (level 1) = 10 hours maximum per group (20 per group) • Tutorials (levels 2/3) = 6 hours maximum per group (20 per group) • Tutorials (PGT) = basis not specified as will be variable between programmes and modules
Supervision of Overseas Placements 7 hours per day for the duration of the visit (retrospectively)
134 I University of Sheffield Management School
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