Principal's Column

The University has grown in size and complexity over the past ten to twelve years with only limited change to the academic management structure. Many staff believe that we have simply outgrown our present way of doing things and that the changes agreed by Senate and Court will enable a fresh approach which promotes good stewardship, innovation and change.

The restructuring plan which is summarised on page 7 of this edition of Contact paves the way for four key changes:

• replacing the existing faculty structure with four colleges, each to be led by a senior academic of vice principal status
• replacing the existing faculty sub-structures with a series of schools which give clear definition and authority to the professional disciplines, encourage greater collaboration in the arts and sciences and maintain the identity of the visual disciplines, each to be led by a senior academic with the title of dean
• strengthening the professional and administrative support to the colleges and schools by devolving responsibility from the centre of the University and,
• maintaining a collegiate approach, ensuring that all staff and students have an opportunity to participate in the work of the University through effective college and school boards.

Steps are now being taken to implement these changes with the aim of having the basic anatomy of the new structure in place by 1 August 2006. The college vice principals and the deans of schools will be appointed by the end of June and an open competition for the vice principal posts is currently under way. The appointment of college and school secretaries will follow immediately thereafter. The principles of openness, fairness and equal opportunity will apply in making appointments to the new structure.

Of course, some of the proposed changes may take longer than others to complete and I expect a period of transition during the summer and in the first semester. Sensible steps will be taken to limit the disruptive effects of change - the resource allocation process for 2006/07 will be judged carefully to ensure as much financial stability as possible in each part of the University, special attention will be given to all aspects of student administration and I am particularly indebted to the deans of faculty who have agreed that the existing academic management arrangements will continue to function at full pitch until the end of July. The fundamentals of University life - developments in learning and teaching, the implementation of research strategies (including preparation for the RAE), staff and student recruitment, the development of student and academic support services and the continued implementation of the capital programme - will all be given the attention and priority they deserve in the weeks and months ahead.

The interest and motivation of staff will be a key factor in determining the success of the proposed changes. Over the past year, the university secretary, the HR director and the trade unions have devoted a great deal of time and effort to the introduction of the 'framework agreement' which will ensure that a new pay and grading structure is in place at the University by 1 August. This has been an excellent example of working together. It is unfortunate that this local success is being played out against the background of a national dispute about pay levels and it is my hope that both sides in the national negotiations will resume talks to resolve the current dispute quickly and that the disruption to student assessments and examinations will be minimised. The future of the University is inextricably linked to the experience and success of our students and "action short of a strike" should not harm the very people we are here to serve.

The University has enjoyed many successes in recent years but there are no grounds for complacency - there are many academic, financial and organisational challenges on the horizon. The structural changes now being implemented will galvanise the work of the University and ensure that we tackle these challenges with confidence, competence and the active participation of staff and students.

Alan Langlands
April 2006