At a series of meetings in September 2023, the Faculty Management discussed possible proposals for strategic priorities for 2024. Consequently, they settled on a proposal to initiate three new strategic themes and increase the focus on three existing themes. The management discussed the themes in the context of SDU’s new strategy.
In October and November 2023, the proposals for strategic themes for 2024 were submitted for consultation in the following meeting forums at the Faculty: Academic Council, Liaison Committee, Health and Safety Committee, Education Committee and Gender Equality Committee.
In parallel, the departmental management groups ensured consultation in the department councils and, if they deemed it relevant, in other meeting forums at the departments.
The Department Council and Management Group at the Biological Institute provided the following input during the consultation:
International recruitment of students:
It will be challenging for the Biological Institute, as we are still operating within capacity limits. We could consider offering the Adaptation to Climate Change program in English – this, along with other courses, could also be considered in the context of the Epicur collaboration.
Sustainable teaching:
There was a discussion about whether a cost-benefit analysis contradicts the pedagogical and didactic quality of teaching. Cost-benefit analysis is not a suitable term to use in connection with teaching, and the topic has been discussed many times before. Our teaching revolves around laboratory exercises and field courses, which are both time and resource-intensive. There was concern about the quality of teaching if it were to become more sustainable.
The good university life:
The theme has many positive elements, and the Biological Institute already focuses on this, having initiated several measures to involve students in the institute's environment. Especially after the COVID-19 lockdown, there is still a need for emphasis on this area. Facilities for families (e.g., daycare) at SDU should be considered. While we already focus on the effective onboarding of our foreign researchers with mentoring programs, there may need to be more attention to international students.
External collaboration:
The desired regional research focus in SDU's strategy is not always compatible with being at the forefront of global research. There is a contradiction here, as we are asked to be world-leading researchers while simultaneously focusing on the region.
Generally, BMB’s management group and institute council believe that the themes proposed by the faculty management are sensible and relevant. Overall, it should be clear that excellent top research and skilled researchers should be cultivated and supported. External research funding follows as a natural consequence if we succeed in this endeavor.
Here are some comments on individual themes:
Sustainable education
BMB recommends that the purpose of the initiative be formulated more clearly. It is important that quality is defined from the students’ perspective. It is unclear what is meant by the word ‘investigation’. There is concern about the prospect of a large consumption of consultant hours in connection with such an investigation.
The good university life
Here, it is important that the management works to ensure that the foundation on which the faculty stands is as stable as possible, i.e. that work is done to ensure a form of stability at a political level.
Research funding
We encourage the wording to be changed so that it becomes clear that we are working for high research quality and research height, and that it is through excellent research and researchers that research funds and new talents come - and not the other way around. It is the good researchers, the good research, the good teaching, and the good students who should ensure the good economy.
Recruitment and retention of researchers
It is recommended that it not be written “based on SDU’s new strategy for external research funding”. Again, it is desired that the basis be high research and researcher quality.
The strategic priorities/themes for 2024 have now been in consultation with FKF's department council on November 30, and below are the comments on the priorities from the institute council.
As a starting point, the institute council finds all the strategic priorities important, and we hope that the comments on each theme for 2024 from FKF's institute council can contribute to qualifying the individual themes. We also propose evaluating the priorities/themes from 2023. However, we do not have immediate suggestions on how to do this.
Comments on strategic priorities/themes for 2023 It is encouraged to evaluate the strategic priorities/themes for 2023. Have they made a difference?
Comments on strategic priorities/themes for 2024 International recruitment of students:
International recruitment of students makes sense for some of the master's programs in the Faculty of Science (NAT). To increase international recruitment, the designation of specific VIP individuals for international recruitment at each institute is suggested. The challenge with this model is whether there are resources to carry out such recruitment at the individual institutes. Alternatively, international recruitment could take place at the faculty level with the assistance of selected VIP individuals from the individual institutes.
International recruitment of students is primarily limited to European students, as students from outside Europe require self-payment. To increase the recruitment of European students, it is proposed to enter into more bilateral agreements with relevant European universities for student exchange and increased focus on Erasmus programs.
Sustainable teaching:
Sustainable teaching can be achieved by increasing co-teaching in programs within the Faculty of Science and with other SDU faculties. An increase in co-teaching in the Faculty of Science requires strengthening cohesion within NAT and viewing NAT as a cohesive unit, which unfortunately is not entirely the case at the moment.
The good university life:
The good university life for students is considered a very important priority area, especially related to students' social networks. To improve students' social networks, it is suggested to involve the study boards more actively in this process and let students take more responsibility for the well-being of their fellow students. Especially for international students, a social network is important, and to facilitate this process, it is proposed to appoint fellow students who can be social mentors, ensuring the involvement of international students in various events in study boards and institutes. The appointment of mentors among students can, for example, take place through the involvement of education and study coordinators at the individual institutes. Finally, tutors can also play a larger role in improving the well-being of all students, as feedback indicates that tutors feel somewhat deprioritized/neglected.
The good university life for employees primarily concerns work-life balance and job security, naturally associated with increasing work pressure and a strained economy. It is concluded that it is a condition that is difficult to change at the moment.
The Liaison Committee provided the following feedback:
- International recruitment of students: There is a need for balance between international and Danish students. Could we learn something from TEK in Sønderborg, especially regarding the good study environment?
- Sustainable education: Can it be formulated differently with regard to sustainability? How does it come across?
- The good university life: How can we influence the entire SDU in this area? Can we offer some attractive facilities to the students, even after 3 PM? (e.g., canteen opening hours)
The Faculty Work Environment Committee provided the following feedback:
- Good suggestions. Especially comments on the good university life and well-being. It is important to focus on the study environment if more international students are coming.
- Attention to what the word sustainable means in this context.
- International students often get their social circle at the university. Therefore, they should be considered when building the study environment.
The committee had no comments on the status for 2023.
Comments on selected initiatives for 2024:
- The initiatives require an investment, and we often end up finding short-term solutions because the necessary initial capital is lacking. The resources need to be identified.
- Astrid Eichhorn can be a resource regarding working with sustainability.
- The initiative regarding international students can be challenging as it is also politically regulated. It is difficult for dimensioned programs to deliver on that.
- How is dropout considered? It is part of the education strategy.
Academic Council came up with the following input:
TAP:
Sustainable Teaching
Are we rethinking our courses and letting new employees create new teaching? Or are we just doing as we usually do? Time and resources should be allocated for new (and sustainable) teaching. Attractive work life at SDU
Physical study environment means a lot and we at NAT should continue to prioritize space to be attractive and retain students. (Technical service does not see this plan to be as attractive as we do at NAT). The outdoor environment around campus is not very cozy and does not seem well thought out. Often the environments are right up against “smoking areas”. Could we attract more small integrated cafes/shops? There is a lot of empty walking space around campus (also in the new SUND)
Students:
Quality of education
Which students do we want to educate? Should we have academics OR ChatGPT experts? Experts who understand the theory, and not just a single tool. ChatGPT is a tool and should be treated as such, not as a central factor in education We believe that the use of ChatGPT lowers the level of education.
International students:
How do they plan to make it more attractive for students who may be fine at other universities (good contacts, etc.). International students keep to themselves a lot, can they be involved more, or is it their own fault? Possibly support learning Danish.
Smart teaching:
Warns against switched classroom. It is important for students to meet the professors, even though they would rather research or do something else.
Good university life:
Kolding and Svendborg do not feel like part of SDU. Relation to international students.
VIP:
International Recruitment: Very nice to try this.
Sustainable Teaching:
We have already experienced a slight shift in level regarding the use of multiple choice for exams and fewer lab exercises in experimental subjects. We must be careful about further cuts in the academic level.
Didactic input is, in our experience, often a delicate matter to make work. Concrete tools and local experience exchange often work better than sales pitches for didactic schools.
In this context, sustainability means an attempt to save the teacher’s time. A very time-saving model is to repeat last year’s teaching. In other words, all change costs extra time. How does the proposal for didactic changes harmonize with the purpose of saving time?
Good University Life:
- A very commendable initiative, exciting to explore what the good work life at the university is. We may be concerned that the conclusion could contain elements such as “peace for immersion and thus fewer strategic initiatives and processes”, which is in conflict with the entire setting, which is the development of strategic initiatives.
Regarding the last three points:
- Remember to keep these initiatives as “employee-oriented” (i.e. make sure it feels relevant to the affected employees) as possible, rather than “management-oriented” (i.e. processes primarily carried out for strategic reasons).
External Collaboration:
- Are elite-focused researchers the most active here? Probably not. Is there perhaps a conflict between this point and other more elite-focused points in the strategy?
Suggestion for new point:
- Can the environment inside SDU be improved in general (visually and aesthetically)? It seems worn, messy, dark, and low-ceilinged.
The Equality Committee finds that the proposed themes are both good and relevant. However, the committee wishes to emphasize that a more positive presentation and communication of these themes, which acknowledges the researchers’ role in the faculty’s strategic ambitions, can contribute to a better understanding of the intentions behind the formulations and a smoother implementation of the initiatives.