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Team coaching workshop for a Rectorate Commission

30 September 2024

A university in Saxony commissioned CHE Consult to improve communication and cooperation within a rectorate committee. Jens Engelke, Principal Consultant at CHE Consult, carried out an analysis and targeted team coaching measures with the aim of optimising the dynamics within the group in the long term.

The first step was to coordinate the assignment in order to clarify the exact requirements and expectations of the university. A structured questionnaire was then developed and used as the basis for individual interviews with the eight members of the committee. These interviews were crucial in capturing the individual perspectives and challenges of the members and in identifying potential areas of conflict.

Based on the results of the interviews, CHE Consult designed a team coaching workshop that specifically addressed the identified communication and cooperation difficulties. In a feedback session at the end of the workshop, the commission members reported that several agreements had been reached that would significantly improve not only cooperation but also communication within the team in the future. The jointly developed measures also helped to identify concrete starting points for the creation of a common self-image with regard to the role of the commission in the definition of training objectives.

Study highlights universities’ pain points

25 September 2024

In August 2024, the Stifterverband and the Heinz Nixdorf Foundation published an exploratory study on innovative future models in the global education system and their transferability to German universities. The starting point of the study was the conviction that universities are also affected by social upheaval and must adapt accordingly in order to remain fit for the future. The study identified four pain points, which we also encounter time and again in our project work with universities. Accordingly, we at CHE Consult support universities in the further development of their specific strategies and measures in order to position themselves sustainably in an increasingly dynamic educational environment.

In principle, the entire cascade from the university vision to the mission statement to the strategic and operational objectives should be considered in the project work. However, we are aware that universities generally do not want to develop the entire set of strategic instruments in an innovative way, but rather focus on selected components. Accordingly, we are concentrating on the requirements that generate the greatest added value for the universities.

The pain points identified in the study are as follows:

1. Insufficient access and integration of underrepresented student groups

We know from our work for many universities that the number of applicants for certain courses and/or faculties or departments is below target. At this point, there is often a discussion about whether the existing target groups for the programmes need to be widened, whether by underrepresented international or domestic students.

In this context, for example, we analyse existing admissions procedures and develop recommendations for action to increase demand for programmes and improve equal opportunities for prospective students from different cultural and social backgrounds. We also work with universities to develop student support programmes to reduce dropout rates and ensure long-term academic success. In this context, internal and external university stakeholders are raising the issue of an appropriate digitalisation strategy to enable students with less of an initial affinity for education to make the transition to a degree programme in line with their resources.

2. Lack of dynamism in adapting learning content to changing competence requirements

A number of studies in recent years have focused on so-called ‘future skills’. These apply at different levels, in particular to the whole ‘university’ organisation, to teachers, but also to students. Although the module handbooks for programmes list the intended competence objectives for each module, in practice they are updated relatively infrequently. In the case of programme accreditation, updates in this respect are often made only as part of the preparation for the next accreditation cycle. The situation is similar for the updating of teaching/learning content. At least in programmes with a high degree of innovation, such adjustments should be made more frequently than the intervals specified in the accreditation.

In this context, we support higher education institutions in analysing competences (future skills) that are of particular relevance to programmes or modules. In this context, it is useful to consider the current skill requirements of students and future graduates in relation to labour market expectations. Finally, we support universities in developing a flexible and cost-effective approach to the integration of the necessary competences, tailored to the current and future needs of industry and society – i.e. future employers.

3. Lack of innovation in the design of learning experiences

It is well known that the ‘classic’ lecture is by no means the most appropriate form of learning. This is all the more true when complementary or alternative forms of learning are lacking or limited. Theoretical knowledge is important, but it is only the basis for being able to apply this knowledge in a practical way. The creation of direct individual learning experiences is now part of the requirement profile of programmes that are considered attractive from a student perspective. The keywords here are project modules, project studies and a practice-oriented form of blended learning. This also raises the question of the future role of lecturers. In summary, it can be assumed that the mere role of knowledge mediator is not sufficient to provide students with the so-called future skills. Some universities are therefore developing further and increasingly organising teaching activities as coaching to accompany learning, which is supported by students in higher semesters.

In this context, we evaluate existing teaching/learning methods – in consultation with the universities – and make recommendations for their further development in order to adapt the students’ learning environment to the times and to prepare them even better for future skill requirements.

4. Insufficient structural and institutional agility  

In its coordination and decision-making processes, the ‘university’ organisation is characterised by the interaction of numerous committees. This has various advantages, but also the disadvantage of insufficient flexibility. For example, the question arises as to which powers can be transferred to decentralised organisational units in accordance with the principle of subsidiarity without jeopardising the primacy of the Senate and the Rectorate or the Presidential Board. Universities wishing to be more flexible and agile may find themselves in a conflict of objectives, which requires a delicate balancing act – often with external university support.

To this end, we work closely with universities to analyse institutional structures and processes in terms of their flexibility and agility, and to develop measures to accelerate decision-making processes in line with the university’s needs and to promote anticipatory responsiveness.

Do you want to work on your pain points and position your university even better for the future? Let us help you.

Facilitating a strategy retreat

23 September 2024

CHE Consult supported the University of Rostock in the planning and implementation of a ‘strategy retreat’ with the Rectorate, members of the Academic Senate and the heads of the faculties and institutions. The aim of the retreat was to jointly develop and finalise the university’s strategy.

The success of the project was based on intensive preparation. In three coordination meetings, including an in-depth discussion with all members of the rectorate, the initial situation was analysed, objectives and contents were defined and potential challenges were identified. On this basis, the CHE Consult team developed a precise agenda for the retreat and defined the methodological approach for the planned workshops.

During the on-site retreat, the CHE Consult consultants moderated the retreat kick-off, the workshops and the subsequent summary of the results in plenary. In the workshops on ‘Overarching Strategy’, ‘Research’, ‘Study and Teaching’, ‘Transfer’ and ‘Academic Support’, the participants discussed and developed key aspects of the university’s strategy. The facilitators supported them in modifying the existing strategy paper and contributing valuable new ideas.

As a result of the detailed preparation and structured facilitation, the retreat participants were able to produce a revised strategy paper, which is now nearing completion and will significantly shape the future direction of the university.