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BCE) at Shrewsbury College of Arts & Technology

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BCE) at Shrewsbury College of Arts & Technology A Case Study of Business & Community Engagement (BCE) at Shrewsbury College of Arts & Technology John Burke & Clive Alderson 2009/01/30 Evidence from the JISC BCE User Needs, CRM and IPR studies has shown that institutions need help in understanding how to achieve alignment and integration of different processes, systems and operations in support of the developing BCE capability and infrastructure, especially within the information, administration and IT services. This project will gather evidence of current levels of integration and identify models of cross‐institutional business processes impacting on BCE activity. It will identify good practice and ways for improving processes to better integrate BCE with core activities. Page 1|36 www.jiscinfonet.ac.uk www.jisc.ac.uk/bce Table of Contents Executive Summary ...................................................................................................................................................... 3 Overview ....................................................................................................................................................................... 4 Statement of Importance ......................................................................................................................................... 4 The Project .................................................................................................................................................................... 5 The Context............................................................................................................................................................... 5 BCE within Shrewsbury College of Arts & Technology ............................................................................................. 6 The Enquiry Process .................................................................................................................................................. 6 The Shrewsbury Project Structure ............................................................................................................................ 7 Findings ..................................................................................................................................................................... 7 Policy & Strategy ........................................................................................................................................................... 8 Overview ................................................................................................................................................................... 8 Policy & Strategy at Shrewsbury ............................................................................................................................... 8 Processes & Business Systems .................................................................................................................................... 10 Overview ................................................................................................................................................................. 10 Processes & Business Systems at Shrewsbury........................................................................................................ 10 Partnerships & Resources ........................................................................................................................................... 13 Overview ................................................................................................................................................................. 13 Partnerships & Resources at Shrewsbury College .................................................................................................. 13 Roles & Skills ............................................................................................................................................................... 15 Overview ................................................................................................................................................................. 15 Roles & Skills at Shrewsbury ................................................................................................................................... 15 Performance Measurement & Reporting ................................................................................................................... 18 Overview ................................................................................................................................................................. 18 Key Performance Results at Shrewsbury College ................................................................................................... 18 Customer Perceptions at Shrewsbury .................................................................................................................... 19 Appendix A – Self‐Evaluation Workshop Results ........................................................................................................ 20 Appendix B – Process Map ......................................................................................................................................... 36 Page 2|36 www.jiscinfonet.ac.uk www.jisc.ac.uk/bce Executive Summary Staff at Shrewsbury College of Arts and Technology took part in the Embedding BCE through Business Process Improvement and Internal Engagement Project in 2009, analysing the efficiency of the institution’s business processes with respect to BCE. The study found that although there is a variety of BCE work at Shrewsbury, it is generally characterised by off‐site course provision for adult learners. Their Employer Engagement Strategy incorporates an action plan, but there are few measures of the work, or metrics set as targets. The college Business Development Unit’s remit includes facilitating BCE work; however, many interviewees were not clear about its role, and one respondent commented that, “there is no top‐down direction to engage with external groups and employers”. Unfortunately, priorities conflict in this area: colleges are encouraged to try to convert BCE work into LSC‐funded qualifications which can then be delivered at less cost to the customer, and against which the college is benchmarked; but colleges are also expected to generate substantial amounts of fee‐ income from employers. The college’s Schools’ engagement with the Business Unit is ad‐hoc. In many cases there is a separation of services and delivery from the college’s core offerings. In particular an e‐NVQ system is popular with employers, in spite of its cost, as it is directly accessible and seen as separate to the college, so that the employer is seen to be offering a service to their staff in partnership with the college rather than simply sending the staff for training. The terms and conditions of the college staff do not lend themselves to the flexible delivery required for effective BCE. There is some good practice in the School of Technology, where working practices may inform a transferable methodology; this includes the allocation of hours in the normal timetable for staff involved in employer engagement activities. A significant proportion of BCE work is carried out by sub‐contractors and external partners. However, this raises issues for monitoring, quality control and retention of IP which are yet to be addressed. The lack of Customer Relationship Management software has made it difficult to coordinate with employers; however, it is shortly to be installed and expectations are high and will need to be managed during implementation. There was little evidence that information gained from knowledge transfer was currently communicated or disseminated across the College. The college has established a number of strategically important partnerships to support the delivery of workforce development programmes. Partnerships have aided the College in delivering growth for the institution. However, senior managers admit that they need to be more proactive in identifying additional partners, and to prepare a plan for working with them. BCE and related activities are mainly conducted off‐site and therefore do not affect central services in the college. A review of the use of IT and learning technologies to support learners was underway at the time of the study. There are good links to community organisations and groups on a non‐ income basis, including student and voluntary placements, and local events. The College has recently reorganised its management structure, in part in response to meeting the BCE agenda. The restructuring reflects the need to organise roles into an integrated approach for business engagement. The Business Development Manager has a challenge in raising the level of awareness of BCE opportunities amongst staff and highlighting the importance of BCE to the future growth of the College. It was indicated that a review of the measurement and reporting framework should be undertaken to improve information flow. Overall, the College is constantly contending with the need to identify the most effective ways to optimise the use of resources around different parts of the business, while working within the limitations of staff contracts. Page 3|36 www.jiscinfonet.ac.uk www.jisc.ac.uk/bce Overview Statement of Importance Evidence from the JISC BCE User Needs, CRM and IPR studies1 has shown that institutions need help in understanding how to achieve alignment and integration of different
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