Quality handbook 2015 by ULapland

Quality Handbook valid from 1 October 2015

Changes to the handbook Changes

Person(s)

Time of change

Original, no changes made

Quality director

University Board 18 December 2008

The structure of the handbook was updated

Quality Manager

Year 2014

The handbook was renewed completely

Quality Manager

May 2015

Changes to the handbook were made

Quality Manager

October 2015

The most essential changes: Figures were renewed 3.4 Steering and quality work - project portfolio management was added, p. 19 - two paragraphs at the beginning of the section about the Ministry’s result-based steering were added, p. 20 4. Resources - terminology was linearized in the part about induction, p. 27 - text about staff training was added, p. 28 4.2 Students - a more accurate description of students’ contribution to decision-making organs was added, p. 29–30 7.1 Definition of undergraduate education - quality objectives of education were added, p. 48

Table of contents 1. Introduction ............................................................................................................................... 5 2. Quality management .......................................................................................................... 6 3. Organisation and management ............................................................................... 11 3.1 Organisation ........................................................................................................................................................ 11 3.2 Strategy and strategic management ................................................................................................. 15 3.3 Management and leadership ................................................................................................................... 16 3.4 Steering and quality work .......................................................................................................................... 19

4. Resources ................................................................................................................................. 27 4.1 Personnel ............................................................................................................................................................... 27 4.2 Students ................................................................................................................................................................. 31 4.3 Financial matters ............................................................................................................................................. 32 4.4 Facilities .................................................................................................................................................................. 33 4.5 Networks ................................................................................................................................................................ 34

5. Scientific research .............................................................................................................. 35 5.1 Defining research ............................................................................................................................................. 35 5.2 Management, leadership and resources of research .............................................................. 38 5.3 Core processes of research .......................................................................................................................40 5.3.1 Doctoral education ......................................................................................................................................40 5.3.2 Research funding ......................................................................................................................................... 44 5.3.3 Open science policy .....................................................................................................................................46

6. Artistic activity ...................................................................................................................... 48 6.1 Defining artistic activity ...............................................................................................................................48 6.2 Qualitative assessment of artistic activity ...................................................................................... 49

7. Undergraduate education ............................................................................................ 51 7.1 Definition of undergraduate education ............................................................................................. 51 7.2 Management, leadership and resources of undergraduate education....................... 52 7.3 Core processes of undergraduate education ................................................................................ 53 7.3.1 Curriculum process ..................................................................................................................................... 53

7.3.2 Student recruitment and admissions............................................................................................. 54 7.3.3 Implementing teaching and studying ............................................................................................ 55 7.4 Monitoring and development...................................................................................................................58

8. Interaction with society .................................................................................................. 61 8.1 Definition of interaction with society .................................................................................................. 61 8.2 Management, leadership and resources of interaction with society ............................ 64 8.3. Definition of core processes .....................................................................................................................64 8.3.1 Strategic relations with society ..........................................................................................................64 8.3.2 Lifelong learning ...........................................................................................................................................65 8.3.3 Alumni activity................................................................................................................................................68 8.3.4 External communication .........................................................................................................................69 8.4 Monitoring, assessment and development .................................................................................... 70

9. Administration and support services.................................................................... 72

List of abbreviations used in the text RPL ATT BCBU ERDF ENPI Kolarctic Erasmus ESF EU HOPS Horizon 2020 Interreg Nord IT FINHEEC LaCRIS LUC LUP LYY MTI NordForsk OA Oodi PKI Supi Tekes TENK UArctic ULapland

Recognising prior learning Open Science and Research project (in Finnish: Avoin tiede ja tutkimus hanke) Barents Cross-Border University European Regional Development Fund Cross-border co-operation programme encompassing the Northern Calotte and North-west Russia European Region Action Scheme for the Mobility of University Students European Social Fund European Union Personal study planning (in Finnish: Henkilökohtainen opintojen suunnittelu) EU framework programme EU programme supporting cross-border co-operation Information technology Finnish Higher Education Evaluation Council University’s research data system Lapland University Consortium Lapland University Press Student union at the University of Lapland Multidimensional Tourism Institute organisation that facilitates and provides funding for Nordic research cooperation and research infrastructure Open Access Data system for study administration Institute for Northern Culture (in Finnish: Pohjoisen kulttuuri-instituutti) ULapland students’ working group for improved study flow (in Finnish: Sujuvuutta opintoihin -työryhmä) Finnish Funding Agency for Innovation Finnish Advisory Board on Research Integrity University of the Arctic University of Lapland

1. Introduction According to the Universities Act (558/2009), the mission of Finnish universities is “--to promote free research and academic and artistic education, to provide higher education based on research, and to educate students to serve their country and humanity. In carrying out their mission, universities must promote lifelong learning, interact with the surrounding society and promote the impact of research findings and artistic activities on society.” Quality work at the University of Lapland is part of day-to-day work. After all, the whole concept – as perceived by the University community – is characterised by an aim for constant development. It is a combination of systematic work carried out as a community and strong commitment to achieving objectives set while constantly aiming for improvement. Expertise, responsibility and ethical contribution from all areas of the University are needed in sustaining and assuring quality. A tool of great value in quality management is the Quality Handbook: it articulates the starting points for quality work and key principles that guide our work. The handbook also explains the organisation structure, division of responsibilities, joint practices and principles. The handbook not only supports our everyday work but it also doubles as a practical development tool. The principles, procedures and systems of quality work at the University are described unambiguously in altogether nine main chapters. The first and second chapters focus on the objectives and organisation of quality management at the University. The third chapter discusses leadership, management and steering. In the fourth chapter, resources – personnel, students, finances, knowledge capital and facilities – are discussed. The chapter continues with recruitment, procurement, suitability for purpose, maintenance, and wellbeing. A considerable, positive effort has been made to describe quality management of the University’s basic tasks – education, research and artistic activity, and interaction with society – from the fifth to the eight chapter. In other words, these chapters focus on the plans, practices and feedback pivotal in quality management and on relevant measures taken to meet operational and quality-related objectives. The ninth chapter discusses the structure and remit of the administrative and support services. The Quality Handbook was renewed to better suit the current organisation and management model; the renewal was commissioned by the Rector and implemented under the leadership of the Quality Manager. The new structure was discussed by the University Board. The Quality Manager takes care of keeping the handbook up-to-date: when changes in the work flow or the organisation structure occur, the handbook is updated accordingly. Unit-specific quality management processes are described in the units’ handbooks; faculties and other units each have their own quality manual. Documents and other material pertaining to the University’s quality management can be found on the ULapland intranet, which is accessible by staff and students. 5

2. Quality management Quality policy and quality management Quality policy at the University is goal-oriented work, commitment and constant improvement; the work is carried out as a community. Each member of the University community â&#x20AC;&#x201C; both staff and students â&#x20AC;&#x201C; have responsibility for quality and contribute to improving it. Quality is perceived as work carried out in compliance with appropriate procedures, processes and systems that have the qualities needed to obtaining the goals set for the University. Quality management at the University aims to -

support the values and principles of leadership at the University help in creating joint processes and in spreading good practices in a manner that supports well-being among both staff and students support research, artistic activity, teaching and service to society play a central role in planning, leading, evaluating and observing activities support and ensure that the University vision and strategic aims are implemented extensively produce information about evaluation and monitoring to develop aims, processes and results.

Quality work at the University is guided by a shared principle of constant development: planning, doing, checking and acting.

Figure 1. Planning, doing, checking and acting work

Organising and responsibilities Quality management is organised and responsibilities are divided according to the relevant sections of the University’s administrative rules of procedure. The Rector is responsible for the quality of the University’s performance as a whole. Table 1 below shows responsibilities and duties in quality management.

Table 1. Tasks and responsibilities in quality work

Tasks

Responsibility holder

Responsibility for the University’s central objectives, strategy and deciding on steering principles

University Board

Responsibility for the University’s quality as a whole

Rector

Responsibility for the quality of the employer policies

First Vice-Rector

Responsibility for the quality of undergraduate teaching

Vice-Rector responsible for Education

Responsibility for the quality of research activity

Vice-Rector responsible for Research

Supporting the planning of quality management and supporting the process of quality work

Executive group of the University

Working as an expert body in the development of research activity

Research development committee

Working as an expert body in the development of teaching

Teaching development committee

Working as an expert body in promoting interaction with society

Council for interaction with society

Responsibility for the quality of the Central Administration and its development in co-operation with responsibility areas and relevant parties

Director of Administration

Responsibility for developing and maintaining quality management, coordinating matters pertaining to quality and audits

Quality Manager Dean of the faculty

Responsibility for the quality of the faculty’s work Responsibility for handling information produced by the faculty’s quality system

Faculty councils

Responsibility for the quality of the unit’s work

Unit director

Responsibility for handling information produced by the unit-specific quality system

Boards

Responsibility for the quality of own teaching, research and interaction with society

Teachers and researchers

Responsibility for the quality of learning

Students

Quality work as a complete whole The University strategy articulates the starting points for quality work. The implementation plan of the strategy presents measures that are taken to ensure the quality and development of the University and its parts. The key University procedures are depicted either visually or in writing. Extensive work has been done to produce indicators as a part of the University’s performance management. The indicators also constitute one part in the system of expertise allocation which will replace the former system of work time planning. Doctoral education is one of the University’s basic tasks and it belongs to scientific research activity. Artistic activity can be connected to either preparation of teaching or activity leading to an end result. The University’s teaching activity contains undergraduate education. Interaction with society comprises open university teaching, supplementary training, lifelong learning, regional development activity and service to society. The University’s administrative and support services carry out, prepare and coordinate measures agreed on. The University strategy forms the foundations on which the quality system is built. Quality management as a university-level entity covers research and artistic activity, teaching, interaction with society, and administrative and support services. The description of the working environment presented below in figure 2 shows all activities and interaction between them.

Figure 2. Description of the working environment and interaction between its elements

Communication about up-to-date information about quality management is conveyed through several communication channels. The Quality Manager is responsible for the communication flow. The basic quality work material, such as the Quality Handbook and the operational handbooks of units and responsibility areas can be downloaded on the University’s intranet or website. Internal quality material – such as events, memos, survey results and training material – are published on the intranet or sent by e-mail. The University’s Quality Handbook is also accessible in print. The Communications and External Relations unit publishes interviews and articles about quality management and development in the University’s Kide magazine. When necessary, press releases are also produced. Texts about quality work are also published in the Student Union LYY’s magazine Ylioppilaslehti on an annual basis. According to the Universities Act, the functionality and impact of the University’s quality management system is to be assessed on a regular basis. The Ministry of Education and Culture gives feedback to universities every year. The University has participated in external evaluations and audits of the Finnish Higher Education Evaluation Council (FINHEEC). The first external audit of the University of Lapland was carried out by FINHEEC in 2009, and the

approved audit decision is valid for six years. An international evaluation of the University’s research strategy has been carried out and the feedback has been taken into account in renewing the strategy. The results of other external evaluations and surveys are also put to good use in development work; benchmarking is one of the methods. Management of quality documents The Rector approves the Quality Handbook and changes made to it based on the Quality Manager’s presentation of the matter. Keeping the handbook up-to-date is the Quality Manager responsibility. Faculties and other units compile – and are responsible for updating – their own quality manuals and operational handbooks. The Quality Handbook and units’ operational handbooks can be found on the intranet. That is where other internal documents about quality work can also be found. The students’ quality handbook can be obtained on the web pages of both the Student Union and the University. Table 2. Central documents in quality management Central documents of steering

Central documents of the quality system

Strategy Implementation plan of the strategy Feedback from the Ministry Financial agreements internal and external Action plan Memoranda of the Rector’s reviews Annual report Human resources balance sheet

Quality handbooks or manuals/Operational handbooks Feedback (feedback systems) Documentation of development discussions Documents of expertise allocation Work of development committees and steering groups (minutes of meeting) External evaluations and audits

3. Organisation and management 3.1 Organisation The University of Lapland was established in 1979 and has grown into a multidisciplinary university of science and art. The University’s vision 2025 is to create, and be recognised for, an international profile as an Arctic and northern university of science and art. The linchpin of the University’s strategic profile is research on change in the Arctic and the North. Research and research-based teaching at the University focus on the northern communities and the environment, and on the interaction between these two elements. The University’s strategic foci are sustainable development, law and justice; northern well-being, education and work; responsible tourism; and culture-centred service design. The University is home to teaching and research on education, law, social sciences, tourism and business, industrial arts, and questions pertaining to the Arctic and the north. There are four faculties and seven individual units. The work of units is described in the unit-specific handbooks that can be found on their web pages. Faculty of Education The degree programmes in the Faculty of Education are education, adult education, media education, and primary teacher training. The University’s teacher training school is connected to the faculty. Emphasis is laid in inclusive education, features specific to northern areas, northern well-being and education, and the northern gender system. The faculty is home to three units of teaching and research: Centre for Media Pedagogy, Unit for Gender Studies, and Unit for Continuing Education. Faculty of Law The Faculty of Law is one of the four units in Finland providing teaching in law. The faculty specialises in legal informatics, legal cultures, legal linguistics, space law, and consumption taxation connected to tourism. Research in the faculty takes a legal approach in focusing on issues specific to the northern region, legal linguistics and cultures, legal information management, change in the society, technological development, globalisation, tourism law and human rights. Faculty of Social Sciences The major subjects in the selection of the Faculty of Social Sciences are administrative science, applied psychology, management, tourism research, political sciences (international relations and political science), sociology and social work. The faculty’s teaching and research staff members are based in subject pools according to the subject taught. Research conducted in the faculty focuses on changing work and managing it;

northern politics; the economy and environment; journey from the margins of well-being towards participation and justice; and constructing, using and managing information. Faculty of Art and Design The degree programmes of the Faculty of Art and Design are audiovisual media culture, graphic design, art education, interior and textile design, clothing design, and industrial design. Research carried out focuses on plural, multicultural art and design in the changing northern region, and on creative solutions in art and design developed for service needs of the north. The University has three independent units: the Arctic Centre, the Language Centre, and the Education and Development Services. In addition, the University co-operates with partners in the Lapland University Consortium (LUC). Arctic Centre The Arctic Centre is an independent institute with a national task. The Arctic Centre is both a research institute and a science centre focused on internationally significant questions pertaining to the Arctic. The Global Change Research Group studies ecology and change in the environment. The Sustainable Development Research Group examines the challenges of sustainable development, vulnerability and adaptation to societal and environmental changes. The Northern Institute for Environmental and Minority Law is specialised in human rights and questions about the environment. The Arctic Centre hosts an experiential science centre exhibition where you can explore popularised science. The Arctic Centre is also home to the Arctic Centre Library, the collections of which focus on northern and especially arctic themes. Language Centre The Language Centre is responsible for teaching languages and communication skills. The Language Centre plans and implements teaching of languages, cultures, and communication skills in accordance with curricula and the decrees on the degree system and in accordance with the needs of various fields. The Language Centre also provides minor subject courses and elective courses starting from the elementary level. The Language Centre is also home to internal translation and proofreading services. In addition, the Language Centre is actively involved in various co-operation networks and projects. Education and Development Services The Education and Development Services is the Universityâ&#x20AC;&#x2122;s unit for continuing education. The unit is part of the Lapland University Consortium (LUC), and it organises professional

courses mostly to people with a higher education background and a robust working experience. Co-operation in the Lapland University Consortium (LUC) The Lapland University Consortium (LUC) is formed by two higher education institutions in the province of Lapland: Lapland University of Applied Sciences and the University of Lapland. Individual units involved in the co-operation are Multidimensional Tourism Institute (MTI), the LUC Library, and the Service Centre which encompasses the RDI Support Services, IT Services and Teaching Support Services. LUC Library The LUC Library is the joint library of Lapland University of Applied Sciences and the University of Lapland. The LUC Library is open to everyone, serving primarily students and personnel of the higher education institutions but also the regional economy, experts, and the general public benefit from its services. The LUC Library comprises altogether six libraries in the region, housing Laplandâ&#x20AC;&#x2122;s largest collection of science, art, and professional literature. The LUC Library offers expert services and information resources for the needs of research, teaching, studying and publishing. Services are available both in situ and online. Multidimensional Tourism Institute Multidimensional Tourism Institute is a hub of tourism expertise. The institute boasts different educational levels that co-operate actively in teaching, research and service activities. Tourism education comprises tourism research of the University of Lapland; the field of tourism, hotel and catering services of Lapland University of Applied Sciences; and Lapland Tourism College. The research foci of the institute are, firstly, international people, societies and the environment in the north and the Arctic; secondly, the interaction between these elements; and thirdly, international tourism research. LUC Service Centre The LUC Service Centre produces the following services to higher education institutions in Lapland: - open higher education teaching - support services for teaching and studying - RDI support services - data administration services. Lapland University Press (LUP) The Lapland University Press (LUP) fosters and promotes publications about northern and Arctic issues, publishes books and coordinates the publishing of doctoral dissertations at the University of Lapland with a not-for-profit principle guiding its work. The main tasks of LUP are to produce peer-reviewed publications on publication channel level 1 of levels

defined in Finland by the Publication Forum, to ensure accessibility and distribution, to advise the University staff in questions about publishing, and to coordinate the production of doctoral dissertations. Institute for Northern Culture The Institute for Northern Culture (PKI) is a creative network of research, art, education and expertise. Co-operation, communication and responsibilities between the University of Lapland, Lapland University of Applied Sciences, and the Vocational College Lappia form the foundations for the instituteâ&#x20AC;&#x2122;s work in culture, visual arts and media. Sociopolis Sociopolis is a co-operation structure including the subject of social services at Lapland University of Applied Sciences, the subject pool of social work at the University of Lapland, and the Social and Welfare Centre of Expertise in Northern Finland. By means of Sociopolis co-operation, the partners strengthen co-operation with working life, develop applied research, and research and development activities in the field.

Figure 3. Organisation of the University of Lapland

3.2 Strategy and strategic management The University strategy 2025 was approved by the University Board in 2014. The strategy articulates the University’s mission: For the North, for the World. The University’s vision for 2025 is to create, and be recognised for, an international profile as an Arctic and northern university of science and art. The linchpin of the strategic profile is research on change in the Arctic and the North. The strategic foci are -

Sustainable development, law and justice Northern well-being, education and work Responsible tourism Culture-centred service design.

Figure 4. The University’s strategic profile and foci

The University strategy 2025 guides managing the University and leading the work done by the University community by defining the essential aims for the University’s profile, foci and core tasks. The implementation plan of the strategy, then again, brings the aims to a concrete level by presenting detailed measures. Indicators are used for describing and evaluating results and impact. Strategic management at the University is characterised by giving form to the strategic vision and mission, setting strategic aims and implementing them, and carrying out constant assessment and development. Strategic management sets the policies and principles for other areas of management, such as management of personnel, planning, financing, and quality work. Strategic management is used for ensuring that the organisation structure is productive, and that resources and partnerships function well. Functional and productive strategic management requires that the work of the University is analysed, changes in the working environment are foreseen, and that long-term objectives are set. The Rector is responsible

for preparing, implementing and observing the strategy, with some support from a specifically appointed working group, and the University’s executive group and the Central Administration’s executive group. The units are responsible for implementing the strategy in their research, artistic activity and education. The University Board and the Rector guide the units to work in line with the strategy by means of steering. The most significant steering tools are the funding system, annual financial negotiations with the Rector and the Rector’s reviews, and the work of the University’s executive group. The aim in financial negotiations is to assess the implementation of basic tasks – research, artistic activity, education, interaction with society – and quality management. In addition, the quality of information produced by quality management is observed. In the Rector’s reviews, the unit reports on the results of the previous year and predicts the end-result for the ongoing year, based on the most important result indicators and objectives. Reports about quality objectives reached and development measures taken are provided. Discussion on potential new development measures is carried out. The implementation of the strategy is observed through quantitative indicators when the financial statement, interim reports, and separate reports required by the Ministry of Education and Culture are produced. Internal financial negotiations focus on the share of the unit in question. When the system of expertise allocation was created, active production of information and its availability were taken into account. Information collected is discussed in each unit’s financial negotiations and Rector’s reviews, along with personal development discussions and group-level discussions.

3.3 Management and leadership The University community is a community of experts whose knowledge capital forms the organisation’s most important resource. From the perspectives of management and leadership, development of expertise and knowledge play a central role. Leading and managing academic expertise is a challenging task that requires both academic competence and skills in management and leadership. Management and leadership of the University is based on the jointly approved strategy, principles of steering, and values. Interaction is key, aiming at good management and leadership with an open and fair approach that produces high-quality results in co-operation with the University staff, students and co-operation partners. Work is carried out according to the principles of the expertise allocation system.

The work of the University is guided by its core values: creative, impactful and responsible engagement; critical and emancipatory perspectives; and individual and community commitment. Creative, impactful and responsible engagement describes the work process and its goal, as the University’s creative, scientific, artistic and pedagogical work promote sustainable development, well-being and equality. Critical perspectives are connected with the University’s ability to produce new information. Modern science is a self-correcting mechanism, as it constantly questions information that already exists; generally understood as knowledge. Emancipatory perspectives reflect the University community’s ability to strong agency that carries out self-reflection and reflects on the working environment as well. Emancipatory perspectives as a value of the University also entail an idea of minorities’ empowerment into equality. Questions pertaining to individual and community commitment are also part of the daily life at the University. The system of leadership and management at the University is based on the Universities Act: it defines the organs and their mandate. The organs and their tasks are defined in a more detailed manner in the University’s administrative rules of procedure and the rules and regulations of the Central Administration. The University Collegium assembles at least once per academic term to discuss significant matters that concern the whole University. In addition, the University Collegium and the University Board have a joint meeting once a year. The central tasks of the University Collegium are to select the University Board, to approve the annual financial statement, to decide on the number of members in the University Board, to decide on the duration of the University Board’s term, and to decide on external members and the removal of a member. The University Collegium also selects financial auditors, confirms the University’s financial statement and annual report and decides on granting discharge to members of the University Board and the Rector. The University Board is the highest decision-making body of the organisation. There are eleven members in it, of which five members are external to the University. These external members diversely represent expertise in society and the sciences and arts of the University. Two members of the University community represent professors; two represent other teachers, researchers, and general staff; and two represent students. The members who belong to the University community are chosen through an election for a three-year term. However, this does not apply to student members, as they are appointed by the Student Union for one year at a time. One of the key tasks of the University Board is making decisions on strategic and financial matters. The board defines the most essential aims for the University’s work and economy and decides on the principles and practices to be followed in steering. The tasks of the board

are confirmed in the University’s administrative rules of procedure. The chair of the board – together with the Rector – carries out the University’s agreement negotiations with the Ministry of Education and Culture. The Rector is responsible for preparing, presenting and – eventually – implementing matters to be discussed by the board. The Director of Administration serves as the board’s main secretary who prepares, presents and implements matters together with the Rector. The University is led by the Rector who is selected by the University Board. The Rector’s leadership work is supported by three vicerectors appointed by the board, the rectorate, the University’s executive group and the Central Administration’s executive group. The rectorate encompasses the Rector, the vicerectors and the Director of Administration. The executive group of the Central Administration modified into a more compact form can also work as the Rector’s working committee. Table 3. Rectors’ division of responsibilities (rules and regulations of the Central Administration)

Rector

First Vice-Rector

Vice-Rector responsible for Education

Vice-Rector responsible for Research

Leading the University and strategic planning

Employer matters

Undergraduate teaching and studying

Coordination of research activities at the University

Steering, funding and quality assurance

Human resources (excl. appointment and dismissal of professors)

Developing teaching and guidance

Supporting the acquisition of research funding competed for nationally and internationally

Appointment and dismissal of professors

Matters pertaining to property and facilities and University Properties of Finland Ltd

Student feedback and relevant electronic systems

Doctoral education

Presentation responsibility in the University Board and responsibility for implementing decisions

Matters pertaining to the LUC Library

Online teaching

Coordination and development of strategic research spearheads’ work

International relations

Matters pertaining to the University’s Language Centre

Open University

Electronic approvals of projects for the Academy of Finland

Data administration

Lifelong learning

External relations and communication

The University’s executive group provides support to the Rector in leading the University. The executive group has an extensive representation of unit directors, the Student Union, staff organisations and the Central Administration’s executive group. The members of the Central Administration’s executive group are directors and managers of the responsibility areas and entities in Central Administration. The task of the group is to take care of preparing and coordinating matters worked on in the Central Administration; adequate communication between relevant parties is also part of the process. Decisions at the University are taken using a presentation procedure, unless the administrative rules of procedure dictate otherwise. The administrative rules of procedure define central matters such as the organisation and decision-making, mandate of the administrative organs, tasks, term of office, selection and number of members, recruitment of staff, and other administration at the University. The administrative rules of procedure require the University’s units to evaluate quality and report on their work and quality development.

3.4 Steering and quality work Steering and the quality system are tightly interconnected at all management levels of the University. Steering forms an integral part of the management system and is a central process in quality management. It is targeted at the work of the whole University and at all resources. The University’s impact on its immediate environment and society at large forms an indicator of productivity. The University has built its quality system with the aim of improving and developing its work. The quality system is a tool of strategic management and steering at the University, as it assures the quality and impact of the University’s work. The quality system as a complete whole means a development entity comprised of the quality management organisation, defined responsibilities, procedures and resources. High quality is obtained by working to achieve the objectives set and by using a method which is suitable for the purpose. The University strategy 2025 guides leading and managing the University, and it also defines the University’s profile and strategic foci. Steering sets work in the correct direction, gives it proper objectives, and is used for planning and resourcing the work to enable that objectives are met. Simultaneously, the quality system is used for observing, guiding, assessing and reporting on the process.

Figure 5. Steering and quality system Figure 5 above summarises the Universityâ&#x20AC;&#x2122;s quality system as a complete whole that forms an integrated part of the steering system. The quality system guides the implementation of the strategy, while making the University community participate in quality management and the constant development of quality. Through practice-based project portfolio management, the University keeps a record of its development needs and prioritises them. Project portfolio management is used for measures that are pivotal for the whole University. Appropriate planning, co-operation and evaluation are allocated, and an improved impact of results is aimed at. In project portfolio management, development targets are first described and prioritised, after which appropriate resources for implementation are agreed on. Simultaneously, a plan about the monitoring and assessment of the development projects is made.

Figure 6. Portfolio management of internal development projects

The project approach is piloted in the expertise allocation system. Expertise allocation is in the process of being integrated as a part of the University’s steering system; it is currently used in the scope enabled by the project’s stage. Expertise allocation will be completely integrated by the end of 2016. Result-based steering by the Ministry of Education and Culture Result-based steering by the Ministry of Education and Culture forms the foundations for planning the University’s work. Documents that give form to the aims of education and research are the Universities Act, government programme, development plan for education and research, and the Ministry’s plan of action and finances. Together with the chair of the University Board, the Rector liaises with the Ministry of Education and Culture to negotiate a financial agreement for the following four-year term. The financial agreement is checked on an annual basis. The University is liable to report to the Ministry every year about progress of the strategy and other matters that are centrally required by the result-based steering. Every year, the Ministry also gives feedback about the University’s work and makes funding decisions based on agreements reached. Obtaining the aims is vital, as even progress in in obtaining the aims is of interest. The University Board decides annually on the strategic principles for allocating funds. Feedback given by the Ministry is based on monitoring and assessment as specified in section 48 of the Universities Act (558/2009). The University considers the Ministry’s annual feedback in its work in the following way:

Feedback received is given due attention in the University’s plan that combines operational and financial aspects; the plan is completed according to the annual cycle. Strategic aims are taken to the concrete level in the implementation plan of the strategy. The Ministry’s feedback on the University’s work is handled by the University Board. In addition, the feedback is discussed by the University’s executive group and in units as a part of the annual steering system. For individual units, feedback is delivered preliminarily to the preparation phase of the financial negotiations and to the actual negotiations; monitoring takes place in the Rector’s reviews.

Other feedback received from the national level – such as a status report of science by the Academy of Finland or a field-specific development plan by the Ministry of Education and Culture – is discussed by the University Board as so-called strategic policies, and by the University’s executive group and units as part of the University’s annual steering cycle. Internal steering at the University The University uses a steering system. The University strategy 2025 sets the starting points for the implementation plan of the strategy in 2015–2018 which is available on the University’s website. The plan presents the goal state, the most important measures, and monitoring indicators for research education leading to a degree developing the University community as a whole. Every autumn, an action plan is made for the following year. It is based on the implementation plan. The action plan focuses on the objectives for the year in question, including measures. The annual action plan is made by the Planning Services and approved by the University Board. The Rector and the vice-rectors, each according to their remit, are responsible for describing the objectives in the plan. The objectives are handled in field-specific working groups which are: the teaching development committee, the research development committee, and the committee for interaction with society. The objectives in the annual action plan are based on the University’s implementation plans. The implementation plans, then again, are based on the University strategy 2025. The University’s annual financial plan is on the responsibility of the Financial Services. The annual financial plan is approved by the University Board every autumn. Measures that are significant for the development of the University from financial and operational perspectives are planned, relevant co-operation is carried out, and the results and impact of the work are evaluated by means of a project approach. The project policy

aims at improved quality in the results and impact of projects. Development targets are described and prioritised, and appropriate resources for implementation are agreed on. Simultaneously, an agreement is reached on the monitoring and assessment of development projects. Steering at the unit level is based on financial negotiations in the autumn term and the Rectorâ&#x20AC;&#x2122;s reviews in the spring term. In the financial negotiations, focus is laid on the implementation of measures agreed on earlier and the unitâ&#x20AC;&#x2122;s aims for the upcoming year, along with quality measures, personnel resources, and financial resources for the upcoming year. Implementation of measures and potential changes to the unitâ&#x20AC;&#x2122;s resources are discussed in detail in annual negotiations. The purpose is to reach objectives set. Therefore, creating a suitable framework that enables success is important.

Figure 7. Annual cycle of steering at the University

Monitoring and evaluation The implementation of the annual action plan is evaluated in spring when the University’s annual report is prepared. The Planning Services unit is responsible for compiling the annual report, and the Rector – together with the vice-rectors – is responsible for obtaining targets. The University Board approves the annual report, and it is delivered to the Ministry of Education and Culture as a part of the financial statement which also evaluates the implementation of the financial plan. Implementation of the internal agreements is observed in financial negotiations every autumn and in the Rector’s reviews every spring. The negotiations focus on results according to indicators agreed on. Statistical data of the indicators is gathered, as the data forms a part of the annual reporting to the Ministry of Education and Culture. The reporting does its part in enabling transparency in the sense that everyone who is interested in the University’s work can view certain reports. The criteria against which the implementation of objectives is evaluated in financial negotiations and the Rector’s reviews are defined in the financial agreements. The criteria are the impact of measures aiming at quality development, indicator objectives, and quantitative objectives. In the negotiations, the unit leadership reports on the implementation of objectives in the previous year, predicts the implementation of objectives in the present year, and potential development measures are discussed; guidelines for this self-evaluation are provided. The unit’s work is analysed based on the statistics and the self-evaluation. The statistics are gathered mainly from the degrees and study credits obtained, the number of teaching and research staff members, and the use of resources in the previous year. In the Rector’s reviews, the faculties and units have the opportunity to bring forth qualitative aspects to their work, such as matters pertaining to the working environment. It is also an opportunity to continue discussion on matters that were left open in the financial negotiations in the previous autumn. Memoranda of the financial negotiations and Rector’s reviews are written. The process has strong continuity, as the implementation of matters agreed on will be again observed in the negotiations in the following year. Reports about the financial negotiations and Rector’s reviews are provided to the University Board, executive group and personnel.

Figure 8. Work flow plan of internal assessment

Internal result-based steering in units In the faculty, the dean is responsible for internal result-based steering. In other units, the unit director has this responsibility. The procedures are described in more detail in unitspecific handbooks. Internal evaluations are made according to the unit’s schedule in subject groups, in curriculum work, and in the unit’s internal financial negotiations. Subject groups observe internal learning aims, their implementation, potential obstacles and ways to tackle and minimise challenges. Result-based steering and evaluation in the Lapland University Consortium Services operated jointly in the Lapland University Consortium (LUC) are steered through service contracts and their work is assessed on an annual basis by the relevant co-operation organs. The LUC executive group is responsible for joint development and evaluation of LUC services. The director of the consortium is responsible for quality management in the LUC. Directors of units and institutes that have joint services are responsible for their quality management. Quality managers and quality coordinators of the higher education institutions coordinate quality and evaluation work. Result-based steering of personnel The University’s goal is that personnel resources are managed in an increasingly systematic way to enable efficient and high-quality work. Simultaneously, significant improvements in well-being at work and in work motivation are strived for. With these improvements, we aim at creating a high-quality working environment provided by a competitive employer, whose personnel is talented, creative, motivated and committed to the University strategy. The expertise of teachers and researchers is the most important resource on which the University community relies on when building a competitive future. There is an ongoing internal development project about allocating teachers’ and researchers’ working time and expertise. The development project – called expertise allocation – is part of a larger context in

which improving the well-being of personnel is at the very centre of attention. The purpose is to create a new part in the University’s system of steering and monitoring that enables teachers’ and researchers’ expertise to be used and developed in a more efficient way to benefit the University strategy and objectives. The end-result is a more open and transparent system that has information on both work processes and results. The universities’ new funding system, which took effect in 2013, with its current indicators has a stronger steering grip of the universities’ internal work. Essential funding criteria include degrees obtained, demonstrable progress of studies (55 ECTS), international refereed publications, research funding competed for, and student feedback.

4. Resources 4.1 Personnel In 2014, altogether 604 person-years were carried out at the University – including parttime teaching – of which 54 percent by teaching and research staff and 46 percent by other staff. The University aims having 60 percent of teaching and research staff in year 2020. The Rector is responsible for managing personnel resources. A more accurate description of how personnel management responsibilities are divided is available in the the Central Administration’s rules and regulations and operational manual. Personnel policy The University has to be able to allocate its resources to productive work in the best possible way, and it must consider changes that are taking place in the working environment and finances. Strategic personnel management is key for a successful end-result. High-quality personnel management supports productive working and well-being at work. The University’s personnel policy supports the implementation of the University strategy 2025. The foundations for the personnel policy constitute the University’s values. The personnel strategy, approved by the University Board, has guided long-term personnel planning at the University. The aims of the personnel strategy are, naturally, based on the University strategy. The personnel strategy confirms the aims of the personnel policy. The University’s personnel policy’s purpose is: -

to continue developing the University as a productive working environment where the well-being of the community is key to do its part in ensuring that the University strategy is implemented to promote equal distribution of work in all tasks of teaching, research, artistic activity, interaction with society, and administration and support services to encourage personnel to be active members of the University community who contribute to the improvement of the University’s quality, productivity and impact to develop internal communication and decision-making processes with equality, transparency and fairness in mind.

The University Board has also confirmed the principles of the strategic personnel plan. A progress report is provided to the board every year. The most important principles of quality assurance in the University’s personnel policy are: -

long-term strategic personnel planning careful and precise recruitment and resource targeting

development of the personnel’s expertise leadership of personnel and fair, even-handed and equal treatment in all activities.

The principles that guide the University’s personnel policy have a considerable impact on the quality of the University’s work. The University develops its work by observing and evaluating the impact of its principles. The personnel policy is observed and evaluated every year in the human resources balance sheet, in financial negotiations and the Rector’s reviews, development discussions and even through surveys about well-being at work and equality and non-discrimination. The monitoring of expertise allocation processes is integrated in the University’s system of result-based steering. Strategic personnel planning The University implements strategic personnel planning annually as part of the financial negotiations and Rector’s reviews. In the negotiations, new proposals are discussed, and the need for open vacancies in the fields of the unit is considered based on the University’s strategic principles. Any new proposals or vacancies are to serve the purposes of the University profile and strategic foci, and the productive work, especially research. When teaching and research positions are filled, the need for an international call is thought through. Strategic personnel planning is based on the University strategy and its implementation plan, ongoing change in the working environment, and the University’s financial situation. Aims for strategic personnel planning at the University are that: -

any resources becoming available from teaching and research will be redirected and potential new vacancies will be targeted to strengthening the University profile and strategic foci, with due consideration given to the changing working environment services supporting the implementation of the University strategy work in the best possible way services supporting teaching and research work in the best possible way every member of the University community knows his/her own role in making results and is committed to the tasks 60 % of the personnel in year 2020 will be teachers and researchers administrative and support services currently based in units will be, in the future, jointly coordinated and led; services of immediate need are secured.

The University’s strategic personnel plan is composed of plans for both staff groups: teaching and research staff, and other staff. The personnel plan of teaching and research staff is composed of unit-level personnel plans. When the personnel plan for other staff is made, it is crucial to develop internal services in a way that enables services which support implementing the University strategy to work optimally. It is also vital that teaching and

research objectives receive optimal support. Surveys about service needs at the University have been conducted, and the results are taken into account when making the personnel plan for other staff. In the surveys, all personnel members assess the University’s need for services in the future from the viewpoints of expertise and co-operation, for instance. Recruitment Well planned and implemented recruitment and targeting of resources are the ways in which the University can constantly improve the quality of its work. The University’s recruitment is open and active. The need for an international call is considered and decided on case by case. Systematic and target-oriented recruitment is based on implementing units’ personnel plans and filling positions that are connected with the strategic tenure track system and thematic doctoral programmes. According to the University’s rules of procedure, the University implements a personnel plan encompassing the whole organisation, including unit-specific plans. According to the guidelines on personnel policy, units have made a strategic personnel plan for their teaching and research staff. The starting point for unit-specific plans has been to reach an optimal staff structure and the best possible scope for individual subjects and subject groups. When positions are filled, the procedures comply with the Universities Act, the University’s rules of procedure and guidelines on recruitment. The guidelines on recruitment provide more precise details on approved recruitment procedures and quality assurance; the guidelines are available on the intranet. Induction Induction for new employees is the process by which it is ensured that new employees are introduced to their tasks and are given enough information about the University. It supports the new employees’ commitment to the University, contribution to implementing the University strategy through objectives, and positive participation in the working culture. The University has an extensive information package for new employees that contains information on employment, general guidelines and material for induction. The supervisor is eventually responsible for the induction a new employee, but the units have appointed persons responsible for induction as well. The induction process is being improved to make processes between units more uniform. The material connected with induction can be found on the intranet. Development of expertise and well-being Staff training at the University is planned and implemented systematically to serve longterm aims. It supports the well-being of staff and strengthens their professional expertise. Staff members are offered the possibility to take staff training courses and other professional training.

In 2013, staff training and staff development were reorganised. Planning of staff training was carried out in co-operation between the Human Resource Services, Quality Management Services and Education and Development Services. The purpose of all staff training courses is to activate dialogue within the University community while good practices are being shared and staff members are contributing to the development and well-being of their workplace. The University strategy and development plans form the backbone to staff training and staff development. In the implementation phase, staff training is tailor-made and offered according to proposals received in e.g. financial negotiations or meetings with students or through messages from the co-operation council. The expertise of teachers and researchers is strengthened by the expertise allocation system: teaching and research staff allocate their working time according to objectives mutually agreed on, and each teacher and researcher holds his/her strengths as the starting point. The purpose of the system is to support the Universityâ&#x20AC;&#x2122;s strategic aims. In addition, the intention is that the system has a positive effect on the well-being of teachers and researchers by means of an equal division of work. Result-based basic tasks and duties at the University require that administrative staff and other service-oriented staff have proper service skills and that they constantly develop the skills they need at work. When the service structure for the future is constructed, an assessment of current personnel resources and tasks is carried out. An analysis on the knowhow that will leave the University due to retirements, on the need for retargeting positions, and on change in the working environment will also be conducted. The whole working structure of the University, number of personnel members, and the need for restructuring are assessed when personnel resources are targeted to the Universityâ&#x20AC;&#x2122;s core tasks. The well-being of personnel is supported by existing guidebooks and guidelines: -

induction guidelines early caring system managing problems due to intoxicants solving harassment situations the Universityâ&#x20AC;&#x2122;s labour protection according to the labour protection plan crisis management guidelines equality plan non-discrimination plan.

The University has high-quality and functional occupational health care services. The services cover, firstly, occupational health care that prevents ailments and, secondly, treatment by general practitioners of medicine. Occupational health care that prevents

ailments covers e.g. occupational health inspections of staff and risk assessments of working facilities. Sports and culture activities of staff are supported e.g. by means of sports and culture vouchers. The equality and non-discrimination situation and well-being of staff is observed regularly through surveys. The survey results are discussed in units and at the university level, and the results are put to good use in development work. Co-operation is carried out according to the co-operation agreement. The University rewards teaching and research staff for high-quality publications and artistic activity connected with the University’s objectives. In addition to publication, teaching is also in the rewarding scheme, based on specific criteria. In addition, the University’s annual science award and the Student Union’s Teacher of the Year award are given to the awardees ever year in the University Anniversary celebrations. The quality of personnel management and leadership is assessed through objectives reached, state of the working community, surveys about working culture (e.g. atmosphere, decision-making, leadership and management), development discussions, and the frequency of harassment cases reported by the harassment contact person. In addition to personnel management and leadership, measures taken to support well-being at work help employees to manage their work and to maintain the ability to work.

4.2 Students There are altogether 4,400 undergraduate students, circa 5,000 adult students and 143 international degree students at the University of Lapland. In 2014, a total of 136 doctoral candidates were granted a doctoral degree; 528 master’s degrees and 464 bachelor’s degrees were obtained. Students are represented in all central decision-making bodies at the University. In addition, students are actively involved in planning work and in operational development of faculties, units and the whole University through different groups. Planning and operational development is typically carried out by, connected with or characterised by: -

curriculum planning groups, feedback summary discussions the active Supi working group the rectorate’s regular meetings with the Student Union the Quality Manager’s regular meetings with the Student Union open and relaxed interaction feedback systems of learning

the intranet for staff and students.

The Supi working group, short for sujuvuutta opintoihin in Finnish, is students’ active working group focused on improved study flow at the University; the group is led by students themselves. The Supi working group does its part in developing the processes of learning and teaching at the University, drawing on students’ experiences and viewpoints. The group has one student representative from each faculty and a representative from the board of the Student Union LYY. In addition, the University’s Quality Manager and the Student Union’s advisor in educational and social affairs belong to the group. Development proposals from the group are brought, according to the correct procedures, to the University’s official process of decision-making and implementation. The Student Union plays a central role in students’ life. The union not only actively takes care of its members’ interests but it also supports their well-being through sports services and opportunities for cultural and other free-time activities. There is also a university-level working group for well-being which encompasses students, University staff, staff of the Finnish Student Health Service (FSHS) and the students’ priest. The group supports the wellbeing of students and develops measures to further enhance it. Every year, students organise a well-being week. In addition to physical well-being, activities focus on mental well-being and health as well; the well-being week is an all-encompassing event.

4.3 Financial matters The University Board decides on the central aims for the University’s work and finances, and it decides on the strategy, principles of steering, university-level operational and financial plan, and budget. The board compiles the financial statement and is responsible for management and use of the University’s financial assets. The Rector is responsible for the economical, efficient and productive discharge of the University’s tasks, and it is the Rector’s responsibility to ensure that institutional accounting complies with the law and that financial management is arranged in a reliable way. The University’s financial rules of procedure guide the work. The financial rules of procedure can be obtained on the intranet. The University’s funding is composed of funding from the Ministry of Education and Culture and supplementary funding. In addition, ongoing investment activity and fundraising work are carried out by the University. The Rector allocates budget funds from the Ministry according to the internal funding principles approved by the University Board. In the internal financial negotiations, led by the Rector, unit-specific aims and allocated funding are agreed on. A financial agreement – based on the financial negotiations – is made. The faculties’

deans and unit directors allocate the funds specified in the agreement according to the principles mutually agreed on in the units. The units monitor the use of funds that were reserved for them in the financial agreement. The unit director is responsible for the adequacy of the funds and cost-effectiveness of work. The financial manager observes the financial situation at organisation-level but also at the unit level and reports back to the Rector. The Rector, then again, regularly provides a report on the University’s financial situation to the University Board. The University’s supplementary funding is composed of research funding from other public offices or institutes, the programmes working under the auspices of the European Union, donations from companies, communities or private persons, or funds bequeathed. The work done to prepare project applications is carried out in units in co-operation with Research Support Services and Financial Services. The Rector approves funding applications prepared in units as the University’s applications. In addition, the applications have the approval of the unit responsible for the application. Services for project work are provided by the Planning Services. The Research Support Services provides systematic and organised support to projects of international research funding. In addition, units’ development managers provide specialised project advice within their expertise areas, and the Supplementary Funding Services take care of financial administration of projects. The University’s investment activities are guided and monitored at the strategic level by the University Board. The Rector makes operative investment decisions.

4.4 Facilities The First Vice-Rector is responsible for matters pertaining to University facilities. The University facilities are mainly rented from the University Properties of Finland Ltd. The University Properties of Finland Ltd is responsible for repairs, maintenance and upkeep. The First Vice-Rector, the property and procurement manager and other staff of the unit prepare repair, maintenance and upkeep together with the University Properties of Finland Ltd and relevant partners. The University has a steering group for indoor air quality. The group has members representing the University, Student Union, University Properties of Finland Ltd, Finnish Student Health Service and occupational health care. The group coordinates matters pertaining to indoor air quality, such as planning procedures, scanning problems and

making repairs. The group also does its part in facilitating information flow inside the University community. There is also a co-operation group for the physical environment. This group has representatives from faculties, units and the student body. The group develops the physical infrastructure and services at the University campus with special attention paid to userfriendliness and service design.

4.5 Networks The University sustains and develops co-operation networks with other universities and research institutes in Finland and abroad. Co-operation networks formed by faculties and units over the years form the foundations for network activities. Strategically important networks are on the Rectorâ&#x20AC;&#x2122;s responsibility. Strategic partnerships are perceived as a more profound form of co-operation than traditional networking. Strategic partnerships are based on goal-oriented co-operation and trust. They are characterised by specialisation, complementary areas of core expertise and strategic dependence, compatible strategic objectives, creating and sharing benefits and added value (win-win) and making an effort to maintain the co-operation relationship. The University Board has approved the Universityâ&#x20AC;&#x2122;s internationalisation programme. Strategic partnerships in Europe and elsewhere in the world are specified in the internationalisation programme; the programme is available online. What the University aims to achieve, eventually, through strategic partnerships is strengthening extensive networks and focusing even more on the pivotal international partnerships and creating strategic geographical alliances with research institutes. The choices are based on analyses conducted by units and faculties: the results of these analyses have been generalised at the university level.

5. Scientific research 5.1 Defining research The University of Lapland is a university of science and art which is up-to-date about current discussion in its academic special fields both internationally and nationally; active contribution to the discussion also takes place. Any contribution is guided by mutually shared rules of good scientific and artistic conduct along with the conventions of the special field in question. Scientific and artistic research carried out in a multidisciplinary university of science and art is free, but research activity supported by the University should be aligned with the University strategy and its implementation plan. The University directs research, according to its strategy, to its profile area of research on change in the Arctic and the North which is underpinned by the strategic foci. Research conducted in the profile area becomes concrete through six profiling actions defined by the University. The profiling actions have also been granted funding from the Academy of Finland. Research on change in the Arctic and the North is carried out by the Arctic Centre, faculties, Multidimensional Tourism Institute, and national and international research networks such as the UArctic network. Multidisciplinary research projects that cross disciplinary boundaries combine research done in faculties and units even with doctoral education. In addition to university-level projects, the quality of research is influenced by individual processes of research and implementation. In this respect, the quality of research â&#x20AC;&#x201C; in the end â&#x20AC;&#x201C; is considerably influenced by the practical work carried out by teaching and research staff: the research teachers and researchers conduct, its results, and high-quality doctoral education based on their work are vitally important.

Figure 9. Framework of strategic profiling

Quality management of research is part of strategic steering and development that aim to serve research and doctoral education connected to it, to support the acquisition of research funding and publishing research results in academic forums. The ways of research publishing are modern and forums appreciated by the international academic community. The implementation plan of the University strategy 2025 states the following six focus areas for research: -

research programmes doctoral education research funding research publishing and interaction with society open science politics evaluation of research.

The above-mentioned focus areas guide the quality management of research and are connected with the general quality aims set for research conducted at the University. The quality aims set for research are:

The University has international research programmes that support its strategic profile; together the programmes form a hub of post doc research at the University. The University is recognised for high-quality, multidisciplinary doctoral education in both national and international contexts. Projects financed by research funding competed for have resulted from the University’s strategic profiling measures. Research publications reflect the University’s strategic profiling measures. Open science forms an integral part of the work carried out in the University’s science community. The University has a monitoring system for observing the progress of strategic objectives. The University has a functional, ethically strong quality assurance system for research activities and research environments.

The scientific quality of research is assessed in the science community through established assessment practices such as peer-review. Every researcher has the academic responsibility, but the dean and the unit director are responsible for the quality of research carried out in the unit. The same goes for administration of research projects and resources, with the exception that in research projects the responsibility is shared with researchers and academic directors. Based on what is described above, the University develops its international working environment of research on change in the Arctic and the North. The result and quality of research become concrete, firstly, in publications published through forums that are highly appreciated by the science community and, secondly, in research funding competed for internationally. Doctoral education is evaluated quantitatively based on the number of doctoral degrees and qualitatively through the feedback system of doctoral education. According to the implementation plan 2015–2018, quality management of research will, in the future, be connected with the University’s strategic profiling measures. An external evaluation will focus on the profiling measures presented by the University in the profiling application submitted to the Academy of Finland. This is, however, preceded by a selfevaluation of the profiling measures. This shows clearly the connection between the University’s profiling process and the quality management system: they are connected to each other in both internal and external evaluations of the University’s research activity. The University is committed to the guidelines for responsible conduct of research by the Finnish Advisory Board on Research Integrity (TENK). The Rector has appointed, in compliance with the University’s administrative rules of procedure, a research ethics committee to carry out pre-assessment of research ethics. The members of the committee

are research staff, and the Planning Manager serves as the committee’s secretary. The committee provides its view on research plans, including methods, delivered to the committee to be reviewed based on the guidelines of the Finnish Advisory Board on Research Integrity. The guidelines can be found on the University’s website, on the Research pages. The research ethics committee reports on its work to the Finnish Advisory Board on Research Integrity every year.

5.2 Management, leadership and resources of research The University’s research activity is based on the Universities Act (558/2009) and the government decree on university degrees (794/2004). The University has a research development committee appointed by the Rector. It is a body of experts whose task is to link the expertise of faculties and units with the University’s strategic work and processes supporting it. The committee is responsible for the University’s science and research policy and doctoral programmes implementing it. Furthermore, steering the LaCRIS data system project is on the committee’s responsibility along with matters pertaining to research support services. The members are faculties’ deans or vice-deans responsible for research, unit directors, chairs of the doctoral programmes; doctoral students have a representative as well. The committee is chaired by the Vice-Rector responsible for Research. Her remit includes coordinating research activities at the University, supporting the acquisition of research funding competed for nationally and internationally, doctoral education, and coordinating and developing work done within the strategic foci. The faculties’ role is significant when administrative decisions on research and doctoral education are made. The faculties contribute to quality management through faculty councils. According to the University’s administrative rules of procedure, the faculty council’s tasks are to evaluate and develop teaching given and research conducted in the faculty, and to make proposals and to give statements concerning them; to appoint supervisors, preexaminers and opponents for doctoral dissertations and licentiate theses, and to grade theses; and to decide on the curricula and degree requirements as well as grounds for student intake. The faculty council also confirms other studies belonging to a doctoral degree and grants the degrees. The administrative manager or head of study affairs presents matters pertaining to doctoral studies to the faculty council. The dean chairs the faculty council. According to the University’s administrative rules of procedure, the dean must have experience in research and teaching within the scientific or artistic field of the faculty as well as in leading and managing these activities. The dean leads

and supervises research activity in the faculty and gives the unit’s approval for project applications. Granting doctoral study rights and degree certificates, along with granting certificates about other studies, are also in the dean’s remit. Table 4. Research foci of the faculties

Faculties

Foci

Faculty of Education

Education, training, learning and teaching in northern communities Education and pedagogy that are participatory and consider differences Learning among adults, working life and well-being The welfare of children and young people in the northern region

Faculty of Law

Specific issues of the northern region Research on legal linguistics and cultures as well as legal information management Legal research relating to societal change, technological development and globalisation Tourism law Legal research relating to human rights

Faculty of Social Sciences

Changing work and its management Northern politics, economy, and environment From the margins of welfare toward participation and equity Construction, use, and management of information

Faculty of Art and Design

Plural, multicultural art and design in the changing north Different creative solutions in art and design developed for the needs of services in the north

In addition to the faculties, two research intensive institutes work as part of the University: the Arctic Centre and Multidimensional Tourism Institute (MTI). The Arctic Centre is an international research institute and an information centre for arctic issues that makes a significant contribution to implementing the University strategy. The Arctic Centre has a board appointed by the University Board. The board’s tasks are specified in the University’s administrative rules of procedure. In addition, the Arctic Centre has a director and an international scientific advisory committee which are both appointed by the Rector. The tasks of the advisory committee are articulated in detail in the Arctic Centre’s handbook. Research resources are built of the expertise of the teaching and research staff in faculties and units, and students. Moreover, the Library, Research Support Services, Graduate School, and the areas of study administration and data administration make a significant contribution to facilitating and supporting research. The International Relations unit supports the internationalisation of both junior researchers and more senior researchers. The internationalisation policies of research and doctoral education are thought through in

the University’s internationalisation programme and the document presenting the University’s global strategic partnerships. The University allocates strategic funds to the development of research and doctoral education and to awarding personnel for high-quality publications. The principles for allocating the funds were made by the University Board.

5.3 Core processes of research The core processes of research are: doctoral education, research funding, research publishing, management of research data, and evaluation of research. These core processes are connected with the development areas of research specified in the implementation plan of the University strategy 2025.

5.3.1 Doctoral education Doctoral education at the University is on the responsibility of the faculties and the Graduate School. The Graduate School coordinates and organises joint studies for all doctoral students and thematic studies for the three multidisciplinary doctoral programmes, observes the doctoral students’ progress in their studies, and looks into the unity and quality of the Graduate School’s work. Moreover, the Graduate School enables doctoral students to carry out scientific and artistic co-operation nationally and internationally and across disciplinary boundaries. The director of the Graduate School is the Vice-Rector responsible for Research. In the Graduate School, scientific and artistic doctoral education is organised in the doctoral programmes. The three thematic programmes gather doctoral students in areas that support the University’s research profile and enable multidisciplinary co-operation in research and supervising. All doctoral students belong to a faculty but also to a doctoral programme. The Graduate School is divided into three multidisciplinary, thematic doctoral programmes and a general doctoral programme. The thematic programmes gather doctoral students in areas that support the University’s research profile and enable multidisciplinary cooperation in research and supervising. The three thematic programmes are Culture-centred service design, Communities and changing work, and Northern cultures and natural resource politics. The fourth, discipline-specific programme is called the general doctoral programme. Doctoral students with various discipline-based study paths belong to the general programme. Students of the general doctoral programme can also participate in courses of the thematic doctoral programmes.

The thematic doctoral programmes are led by executive committees that consist of academic experts of science and art. The executive committees handle the recruitment of junior researchers and status position holders. The executive committees also coordinate doctoral education in the programmes and see to systematic progress of studies and quality of teaching. The chairs of the executive committees report back to the research development committee about current issues in the programmes. Applying for a doctoral study right takes place through the relevant faculty. Guidelines on how to apply can be found in the faculties’ doctoral study guides and on the Graduate School’s website. The process of making a doctoral study guide for the Graduate School is currently underway. The Graduate School’s doctoral study guide will gather good practices of doctoral education. In the faculties, the development of the course offer is on the responsibility of the dean or vice-dean and faculty-specific working groups appointed to develop doctoral education and carry out curriculum work. Teaching and research staff play a central role in providing teaching and supervising theses within their subject areas. The curricula of the thematic doctoral programmes and the degree constituent Philosophy of social sciences and general research skills were prepared by curriculum planning groups. The members of these groups represent substance experts of the doctoral programmes invited from the faculties, the Arctic Centre and Multidimensional Tourism Institute (MTI). The curricula of the thematic doctoral programmes were put together in compliance with the recommendation of the Ministry of Education and Culture to enable graduation after four years of active studies. The faculty councils approved the curricula of the thematic doctoral programmes as degree requirements.

Figure 10. Structure of a doctoral degree

The basic structure of all thematic doctoral programmes is based on modules focusing on general research skills (20 ECTS), doctoral studies offered by the faculty (20 ECTS) and specialised studies offered by the thematic doctoral programmes (20 ECTS). The largest constituent in every doctoral programme is, naturally, the doctoral dissertation (180 ECTS). The Graduate School’s study administration is on the responsibility of the Graduate School’s coordinator and Student Services. The coordinator organises the teaching framework, updates the Graduate School’s website and takes care of the information flow towards doctoral students. The coordinator also represents the ULapland Graduate School in the national network for doctoral education. In the Student Services, doctoral students’ study rights and enrolments for the academic year are registered, and the selected doctoral programme is registered as well. In addition, the unit’s employees update enrolment lists (present/absent), maintain the Graduate School’s e-mailing list and register completed courses on study transcripts. Information on the Graduate School’s organisation, doctoral programmes and course offer, and the structure of a doctoral degree can be found at the Graduate School’s website. Table 5. Quality management system of doctoral education

Tasks

Responsibility holder

Deciding on the University’s doctoral degree objective and on the doctoral programmes

University Board

Negotiating with the Ministry about the University’s objective for doctorates, deciding on the number of junior researchers to be recruited to the Graduate School’s doctoral programmes within the period of the financial agreement

Rector

Leading the Graduate School and having the responsibility for its quality

Vice-Rector responsible for Research

Developing unity and quality of doctoral education and supporting it across disciplinary boundaries

Research development committee

Developing degree requirements of the doctoral programme, appointing supervisors and examiners for theses, and approving doctoral studies

Faculty council

Granting study rights to new doctoral students of the faculty and granting degree certificates

Dean

Presenting matters pertaining to doctoral studies to the faculty council

Administrative manager or head of study affairs in the faculty

Ensuring progress in teaching and quality assurance

Executive committee of the doctoral programme

Reporting back to the research development committee about the progress of the doctoral programme

Chair of the doctoral programme

Responsibility for teaching arrangements and communication

Graduate School’s coordinator

Responsibility for study administration

Student Services

Support for international doctoral students

International Relations

The quality objectives for doctoral education are: -

the University is nationally and internationally recognised as a provider of highquality multidisciplinary doctoral education the University recruits new doctoral students to the doctoral programmes in a professional way the University has the tools for supporting doctorates’ career paths and employment in both the public and private sectors the University’s feedback systems comply with European standards and they support the development of doctoral education.

To ensure the quality of doctoral education, a feedback system has been developed in the doctoral programme Culture-centred service design that started first out of the three thematic doctoral programmes. The feedback system enables us to acquire information in a studentfriendly way for improving the quality of doctoral education – i.e. supervising and teaching – at the University. The information produced through the assessment methods is put to good use in the constant development of the doctoral programmes and doctoral education at a more general level. Learning is assessed at four levels: 1) course-specific assessment 2) assessment of the doctoral study process 3) assessment at the university level 4) assessment at the national and international levels. It is noteworthy to highlight the constructive character of the feedback system and that both future doctorates and supervisors feel that they are a part of the academic community. The feedback system created in the doctoral programme Culture-centred service design will be applied to other doctoral programmes as well; the system comprising feedback, monitoring and assessment is introduced in the whole University. A description of the researcher’s career path in the University’s tenure track system can be found on the intranet.

Figure 11. Feedback system of doctoral education at the University

5.3.2 Research funding The Central Administration is home to the Research Support Services whose task is to support the University’s researchers in preparing research project applications for funding competed for regionally, nationally and internationally; the funding instruments are e.g. Horizon 2020, NordForsk, and the Academy of Finland. The unit also communicates about funding opportunities and calls for applications. The experts of the unit support researchers throughout the preparation phase of the entire research project and make sure that the application is of high-quality and in line with the funding instrument and call for applications. They also ensure that the resources necessary for implementing the project have been measured correctly. The unit is led by the research services manager. In the faculties and units, project preparation is on the development managers’ responsibility. Their project preparation responsibilities include the European Structural Fund, Tekes – the Finnish Funding Agency for Innovation, Interreg Nord, Northern Periphery Programme, ENPI Kolarctic, Creative Europe, and Erasmus+. In addition to the Research

Support Services, the development managers inform about calls for funding applications – especially those relevant to the academic fields in the unit. The Research Support Services and faculties’ development mangers co-operate actively and have meet regularly in the development committee for interaction with society. Representatives of funding instruments are also invited to the meetings to ensure good information flow. The Planning Manager convenes and chairs the committee meetings. There are guidelines for project work that define policies for practical project preparation and management. The guidelines are available at the University website. Financial reporting and monitoring are taken care of by the Supplementary Funding. The process is evaluated by the dean of the relevant faculty and the Vice-Rector responsible for Research. Judicial matters are handled by the development manager of the Faculty of Law. The quality objectives for research projects are the following: -

the University implements high-quality international and national projects while ensuring that research results are utilised in basic work the support services for projects are fit for purpose the University’s research projects are implemented with due attention to ethical principles, confidentiality, impartial conduct while implementing the project according to the agreement and the best research practices in the discipline research results are brought to the knowledge of the science community and used in teaching and research, thus promoting transparency and access to knowledge research projects produce useful and practical research results and innovations to benefit the economic life and other parts of the society there is suitable know-how for obtaining varied national and international funding for research activities.

Each research project is appointed a steering committee for guiding the implementation. In the assessment phase, feedback from stakeholders who participate in the project is put to good use as well as possible.

Table 6. Quality management system of a research project

Tasks

Responsibility holder

Approving aims for supplementary funding competed for and deciding on the allocation of strategic funding

University Board

Giving the University’s commitment to projects or transferring the signing authority to another person

Rector

Responsibility for coordinating research activities Supporting the acquisition of research funding competed for nationally and internationally

Vice-Rector responsible for Research

Responsibility for coordination and development of research according to the strategic profile and foci Giving the University’s commitment to projects funded by the Academy of Finland Supporting researchers in preparing research projects

Research Support Services

Approving the project on behalf of the unit and signing a memorandum that justifies the decision

Dean

Presenting project applications in faculties and units

Development manager

Responsibility for the project’s high academic level

Academic director of the project

Responsibility for implementing the project according to the project plan, for the monitoring and adequacy of funds, for implementing decisions made by the steering committee, and for reporting and communication

Project manager

Responsibility for working according to the objectives and rules of good scientific practice

Researcher

Financial administration of projects

Supplementary Funding

The scope and sources of research projects are monitored by the Supplementary Funding. The sources are e.g. the Academy of Finland, EU, Tekes – the Finnish Funding Agency for Innovation, service work paid for, or structural funds. The data is gathered in the LaCRIS research data system.

5.3.3 Open science policy The University of Lapland is committed to the policy of open science which is one of the six development areas in research, as stated in the implementation plan of the University strategy 2025. The University is also involved in the ATT project (in Finnish: Avoimen tieteen tiekartta) launched by the Ministry of Education and Culture. There is a specific working group appointed by the Rector which has produced an interim report about those objectives and measures that promoting open science requires from the University in research publishing and data management. Publishing valuable information produced through research is pivotal considering the impact of research. Academic publishing produces information that can be used by the science community in teaching, for example. Simultaneously, the publication is placed

available for assessment by the academic community. Publication channels that are used are known by the target group, they are reliable and can be accessed easily. Information produced is published in academic research publications and societally significant professional and popular publications. Open Access (OA) standards ensure that information on the publications spreads widely. Research is published and research data is managed according to specific guidelines on research ethics. The University supports later use of data but not forgetting data protection. In addition, data is stored and protected in a secure way and immaterial property rights are discussed and agreed on with the researcher.

Table 7. Avoimen tieteen politiikan laadunhallintajärjestelmä

Responsibility holder

Tasks Observing the implementation of the open science quality objectives Deciding on the sum of strategy funds to be used for publication awards

University Board

Deciding on the University’s open science politics Granting awards for research publishing

Rector

Responsibility for the University’s open science politics and implementation

Vice-Rector responsible for Research

Supporting the implementation of open science politics at the University Observing the process of constructing the research data system

Research development committee

Observing research publishing in the faculty or unit and reporting back to the Rector about the situation in annual negotiations

Dean, unit director

Observing publication information collected in the faculty

Administrative manager of the faculty

Supporting the members of the research group when they are in the process of publishing in high-quality academic journals

Director of the research group, professor

Responsibility for producing the publication and for managing the data Responsibility for uploading the publication information in the research data system Working in compliance with responsible conduct of research and ethical guidelines

Researcher and research group

Maintaining the research data system and offering tools for open access to information when enabled by the publication channel Organising ATT training

Library

The open science politics are assessed and observed as part of the University’s steering system.

6. Artistic activity 6.1 Defining artistic activity Artistic activity is strongly connected with the University strategy, the foci of which are sustainable development, law and justice; northern well-being, education and work; responsible tourism; and culture-centred service design. Furthermore, artistic activity does its part in teaching by contributing to the high quality of teaching. As it connects to research, artistic activity builds the profile of the faculty and the entire University. There are two types of artistic activity: 1. activity carried out to prepare teaching and maintain professional expertise 2. activity leading to a final output Firstly, an output of artistic activity has the characteristics of a work of art – i.e. a distinctive result of creative work – and fulfils the quality criteria (please see below). Secondly, the work of art is made public by presenting it to the intended audience in the proper context, be it a context of art or industrial art. Publication connections are chosen according to the aims of the specific degree programme. The audience is defined separately in every case, ensuring the most suitable audience for the purpose. Presenting the work of art can be carried out as an exhibition, but a printed or online publication, material object, environmental work or performance are equally valid forms. The output fulfils the qualitative criteria set for professional design or art in a high-quality context, but the artist is – in the end – responsible for assessing whether the quality criteria are fulfilled. Thereby, the output is qualitatively comparable to the publication procedures of scientific publishing and can be paralleled with scientific articles, for instance. However, it is hard to find a similar practice in art as refereed articles represent in science. The milieus where art is presented are often unconventional and outside of established gallery practices, although the works of art are always defined for a specific purpose by the creator. It is worth mentioning that artistic activity has been discussed from the viewpoint of working time. In addition to actual outputs that are presented, the working time plan can include facilitating publication activity such as curating, acquiring funding or managerial tasks. All tasks have been set classifying indicators that allocate working time and enable assessment of results. The division of these tasks between degree programmes and individual employees is observed. Art and design as forms of cultural competence create and maintain immaterial values and strive to increase well-being in an ethical and sustainable way. The scope of artistic activity is both regional and international. Interaction with society is actualised through a vibrant connection to the professionalism of art, the business life and the third sector.

Table 8. Roles and forms of artistic activity roughly categorised; overlapping possible Independent art

Art as a tool

Design

Production

Description

Springs from the artistâ&#x20AC;&#x2122;s intention

Applied methods of art and art education

Encompasses all design fields, the work or output is designed/produced for a specific purpose

Publications, events and artistic activities that require separate funding

Publication environments

Exhibitions: - group exhibition - joint exhibition - private exhibition - invitation exhibition Commission Contest Event

Exhibition Framework external to the art world Report Research

Environments recognised by art and design

Presentation places recognised by the art world, public spaces, facilities of different communities and organisations

Types of works

Professionally recognised forms of art and industrial art, e.g. performance, community art, painting, sculpture, fine art print

E.g. process, workshop, manual, concept, methodological description, societal art production, production of art education

E.g. product plan, collection, concept, plan, show, av production, printed output, commission, costumes

Task

Curating Project planning

Curating

Curating Project planning Serving as the mediator Organising

The definition of activities in art and industrial art becomes clearer as a part of the expertise allocation procedure. The expertise allocation system is put to good use and communication about the activities in art and industrial art is carried out openly to enable staff to remain up-to-date and see the unity of the policy. This clarification process serves the purposes of expertise allocation and planning of working time. The prerequisites for artistic activity are created according to each employeeâ&#x20AC;&#x2122;s remit and responsibilities.

6.2 Qualitative assessment of artistic activity The quality of artistic activity is managed, firstly, by means of a traditional peer assessment, public assessment and critique that belong to the art world. In industrial art and design, other forms of assessment accompany through societal dialogue, such as project-specific assessment criteria. Clients and publication channels can also double as gate keepers in this sense, in graphic and industrial design, for example.

The first quality management step of studentsâ&#x20AC;&#x2122; work is the entrance exam consisting of multiple parts. The quality of the course contents is observed and developed based on course-specific feedback and annual feedback from student groups in the same phase in their studies. Artistic activity connected to studies is assessed systematically in not only quantitative terms but also qualitatively in course assessments and public displays of outputs and processes. When staff is recruited, attention is paid to the artistic competence required by the position. Competence is assessed with the help of a portfolio from the applicant and statements from external experts. Professors of degree programmes are responsible for developing teaching, mutual practices and focus areas of teaching. The personnel of each degree programme participates in curriculum work, assesses teaching and its quality, and takes part in student recruitment. Teachers take care of the quality of their teaching and develop it. The faculty office maintains joint practices and carries out communication. The support provided by technical staff enables that artistic activity can take place in multiple forms. The exhibition and fair committee of artistic publishing supports and develops multidisciplinary, artistic activities.

7. Undergraduate education 7.1 Definition of undergraduate education The University of Lapland is a high-quality education provider at undergraduate and doctoral levels and in continuing education. The education is based on high-quality, multidisciplinary research with international networks and artistic activity. Teachers at the University are pedagogically able experts who consider the needs of different learners in the academic fields they represent. The University is efficient at recruiting students from Finland and abroad. The community of students and academics is multicultural and both artistically and scientifically creative. Undergraduate and doctoral education and supervising processes are enriched by flexible, scientific environments that are based on working life; they are offered to the community by research and development projects. The implementation plan of the University strategy 2025 states the following development objectives for education in 2015â&#x20AC;&#x201C;2018: -

high-quality curricula flexible and straightforward studies efficient and high-quality teaching student-based assessment practices of learning encouraging leadership that develops education foreseeing and responding to the needs of lifelong learning and working life.

The quality criteria for education are the following: -

all teachers conduct research and all researchers teach the curricula and teaching correspond to the future needs of working life teaching is of high pedagogical quality and uses varying teaching methods, arrangements and environments, thus facilitating degree completion within the target time span students graduate as experts in the fields they represent and are able to find employment without excessive effort teaching is based on studentsâ&#x20AC;&#x2122; needs and individual students, as different learners are taken into account students are co-operation partners: they participate in planning, assessment and development of teaching teachers integrate students into research and development projects

internationalisation and developing it are part of teaching work, as defined in the strategy possibilities to lifelong learning are varied and flexible; education produced corresponds to the target group’s needs.

Undergraduate education aims at producing pedagogically high-quality teaching that is based on scientific research. Students acquire expertise and competence that enable them to work as experts in the Finnish society and in international positions, and to carry out postgraduate degrees. The University educates academic experts of law, social sciences, education, and art and design. The University has also international master’s degree programmes. In the academic community, students adopt a scientific way of thinking which is underpinned by an attempt to create new, a critical approach, and ethical responsibility. The values, strategic objectives and aims of the University community concern the whole community.

7.2 Management, leadership and resources of undergraduate education We support and assure quality of education with rules and regulations, the University strategy, steering, and leadership and management of education. Leadership and management are implemented by members of the University community responsible for teaching and study affairs in the Central Administration, faculties, degree programmes, and Student Services and International Relations. More specific descriptions of responsibilities can be found in the rules and regulations of the Central Administration. The remit of the Vice-Rector responsible for Education encompasses undergraduate teaching and studying, development of teaching and supervising, student feedback, the Open University, online teaching and lifelong learning. The teaching development committee observes, assesses and steers development of teaching, creates policies pertaining to study affairs and gives guidelines. The committee is chaired by the Vice-Rector responsible for Education. The members are faculties’ vice-deans responsible for teaching and persons responsible for development of teaching in other units. Students are also represented. Quality assurance in the faculties is carried out by the faculty council, admissions committee, curriculum planning group, meetings of degree programmes and teaching staff, and other types of staff meetings. The dean leads and supervises the faculty’s work and is the chair of the faculty council. The dean is responsible for the implementation of strategic plans and personnel resources. Persons appointed responsible in degree programmes and subjects

are responsible for the content and development of degree programmes and subjects. An annual feedback day is organised in the subject or degree programme and the whole faculty; persons specifically appointed in the subjects and degree programmes provide the feedback.

7.3 Core processes of undergraduate education Curriculum planning, student recruitment and admissions, teaching and study guidance, and assessment and development of teaching are the core processes of undergraduate education.

7.3.1 Curriculum process The curriculum is based on the Universities Act (558/2009) and the government decree on university degrees (794/2004), the policies set for higher education teaching by the Ministry of Education and Culture, the University strategy, degree regulations, and the requirements of the field that the degree programme represents. The eventual objectives of the curriculum are that degrees are of high quality, curriculum planning is based on research and foresees the needs of working life. The international viewpoint is integrated in the University’s curricula. Faculties have curriculum planning groups, to which professors, teachers and student representatives of the degree programme belong to. The group’s task is to assess teaching and improve the curricula of the faculty. The curriculum describes learning objectives for individual courses, modules and degrees, along with specifying methods and teaching arrangements. The objectives for individual courses are defined based on professional competence requirements and are described as requirements for successful completion of the course. Curricula are approved by the faculty councils. The strongest building blocks of a curriculum are the teachers’ knowledge about the most recent research results in the field, and the substance expertise required by the field. In the preparation work, the views of the most important stakeholder groups – alumni, the Language Centre, the Library – are taken into account. Furthermore, correspondence to working life, feedback on teaching, learning, and graduates’ expertise and other feedback and statistical data are considered as well. The feedback data gathered about graduates’ employment and careers is used in curriculum planning.

Table 9. Curriculum work of undergraduate education

Tasks

Responsibility holder

Approving the curriculum

Faculty council

Responsibility for planning and developing education

Dean

Responsibility for curriculum work, prepares curriculum work and presents the curriculum to the faculty council

Head of study affairs

Organising feedback discussions about teaching and utilising them in curriculum work

Subjects, degree programmes

Handling feedback on teaching and utilising it in curriculum development

Curriculum planning group

Preparing curriculum work of international teaching

International coordinator in the faculty

7.3.2 Student recruitment and admissions Student recruitment and selections are made with the aim of getting talented and motivated students who are suitable for the field in question. We aim to have a regionally, nationally, and internationally balanced and multicultural student community. Student recruitment gives a realistic idea of the University, the contents and studying methods in the subject area. Applicants are supported in choosing the correct degree programme by clearly communicating about the disciplines and programmes we have. Communication towards potential new students takes place through web pages and social media channels. Marketing communication is coordinated by the Communications and External Relations unit. The unit is also responsible for making an annual marketing plan together with the faculties and Student Services. The Student Services and International Relations share the responsibility for communication pertaining to applying and for presenting the University at fairs and other occasions. Developing student selections forms a part of teaching development, and leadership and management. Development is guided by information obtained from feedback, monitoring, and statistics. The electronic system of Finnish higher education institutions is used when students are selected. The faculties are responsible for the selection grounds for Finnish and international students to bachelorâ&#x20AC;&#x2122;s and masterâ&#x20AC;&#x2122;s studies. The faculties are also responsible for the actual selections and intake of new students. More specific regulations about the procedure are available in the Universityâ&#x20AC;&#x2122;s degree regulations.

Table 10. Applying and admissions in undergraduate education

Tasks

Responsibility holder

Deciding on the intake of students to undergraduate studies Evaluating student selections and development, deciding on the grounds for student selections

University Board Faculty council

Developing and setting principles for student selections, presenting proposals for student selections

Selection committee

Granting study rights to new students

Dean

Preparing grounds for admissions together with the teaching personnel, convening the student selection committee and presenting the matters to the faculty council

Head of study affairs

Developing co-operation with other educational institutions, providing general advice on applying, duties connected with accepting a study place

Student services

Responsibility for web pages about applying and making arrangements for fairs

Coordinator

Coordinating marketing communication, renewing and acquiring brochures for student recruitment

Communications and External Relations

Providing general advice on applying for international degree programmes and for exchange studies, responsibility for information connected with applying, marketing communication and material

International Relations (at the university level and faculty level)

Preparing and presenting matters pertaining to student selections in international masterâ&#x20AC;&#x2122;s degree programmes in co-operation with the head of study affairs

International coordinator in the faculty

7.3.3 Implementing teaching and studying The Universities Act includes recommendations about completion times for bachelorâ&#x20AC;&#x2122;s and masterâ&#x20AC;&#x2122;s degrees, and the Act also stipulates the duration of an individual study right. Teaching, exams and other evaluation of learning are arranged in a way that enables students to complete their studies according to the time period specified in the government decree on university degrees (794/2004). Teaching is implemented in a systematic, efficient way without inconvenient overlapping. Teaching periods are considered in scheduling. Faculties and other units that provide teaching decide on more accurate schedules for their courses. The University uses a prioritisation system in registrations for language and communication courses. Teachers are responsible for implementing the curriculum, thus their role is to implement quality objectives.

Straightforward and smooth processes of teaching and studying are supported by different learning environments, varied and flexible teaching methods and by providing students with different opportunities for demonstrating their learning, such as the electronic exam room. The University has a functional process for recognition of prior learning (RPL) which has been approved by the University Board. The principles and application procedure for RPL are written out in the faculties’ study guides and on the University’s web site, in the section Studies. Study guidance The University has a functional system of study guidance. It ensures that the student has enough guidance services for different stages on the study path. Students are required to be independent and take responsibility for their own studies. They are supported by the University’s functional guidance system. The teaching development committee has approved the University’s general policies for study guidance. Study guidance aims at supporting the individual student’s study planning and decision-making, and at discovering and removing potential obstacles for studies. The situation is looked at as a complete whole: study guidance, career advice, and the student’s personal growth form the constituents. Personnel members that provide guidance share their expertise and carry out network co-operation inside and outside of the University, without forgetting the working life. Study counselling is provided in different stages as follows: -

guidance and advice before studies (student recruitment) guidance at the beginning of studies (personal study plan) guidance and advice as the studies progress (minor subject, bachelor’s studies) guidance at the end of studies (career, master’s studies) systems of support, feedback and monitoring pertaining to guidance.

Tutoring forms an important part of the University’s steering system. At the beginning of the studies, the student tutor helps new students in becoming familiar with the study environment and University community, in getting started with studying and in solving study-related problems or questions. Every new student is assigned a teacher tutor who guides the student in study planning and making the personal study plan. The teacher tutor organises personal and group meetings to support systematic and straightforward progress in studying and to help students feel more at home at the University. The teacher tutor guides the students to assess their skills and to plan relevant learning objectives and ways to obtain those objectives.

The faculties’ part in providing guidance is pivotal to the entire guidance system. The head of study affairs carries the responsibility for guidance and has close connections to other parties in the process, such as the faculty’s vice-dean responsible for study development, the Vice-Rector responsible for Education, and Student Services. Table 11. Guidance provided to an undergraduate student

Tasks

Responsibility holder

Providing general study advice about enrolments, registrations, and applying; responsibility for the call of teacher tutors and joint training for tutors

Student Services

Providing advice to undergraduate students about internationalisation options, guidance and advice to incoming exchange students, responsibility for the call, selection and training of student tutors, study guidance and advice to international degree students

International Relations (at the university level and faculty level)

Providing advice on career planning and job seeking

Career Services

Responsibility for the selection of teacher tutors and student tutors, tutor training in the faculty, guidance and advice on study planning, minor subject choices, substitution/RPL matters, and degree structure

Head of study affairs

Providing guidance on language and communication studies

Study coordinator of the Language Centre

Providing guidance to student groups in study skills and study planning, supporting students who need special guidance, contributing to tutor training

Study counsellor

Planning and organising sports opportunities for students

Sports coordinator

Providing guidance and support for making and updating the personal study plan

Teacher tutor

Providing guidance in teaching-related matters, giving feedback on learning, supervising theses

Teacher

Providing advice on services in IT matters

IT Services

Providing advice, guidance and teaching about the Library’s services

Library

Responsibility for maintainning students’ health and well-being

Finnish Student Health Service (FSHS)

Helping in getting started with studies, especially practical arrangements

Student tutor

7.4 Monitoring and development To ensure quality of teaching, we have a feedback system that is used for obtaining feedback on both planning and implementation of the education provided. The feedback system is part of the University’s quality management system and quality work. Feedback is gathered extensively and systematically to enable assessing and developing the quality of studying and teaching. Through the feedback system, students have an effect on the improvement of teaching, studying and learning. They also express the factors that support or complicate the progress of their studies. An individual teacher can ask for feedback in various ways, a couple of them being a reciprocal feedback discussion or a questionnaire. The teacher can even harness online learning tools for gathering and handling feedback. The WebOodi feedback system is used at the University: students can give feedback through the system. The teacher can also give reciprocal counter feedback through WebOodi. The most important feedback surveys about learning and teaching are the following: study path feedback of the first year of study feedback on bachelor’s studies feedback on master’s studies tutor feedback employer and career surveys feedback given by incoming and outgoing exchange students doctoral students’ feedback international students’ feedback. Handling feedback All feedback – regardless of how gathered – is analysed and the need for improvement measures is assessed, decisions are documented and the impact of measures is observed in subjects, faculties, the teaching development committee, the executive committee, and the University Board. Subject-specific feedback meetings focus on planning, developing and assessing teaching and discussing other matters about the subject. All course feedback and feedback from students in the same phase are discussed. Each subject has an appointed person responsible for gathering feedback material and organising the feedback meeting as well as writing a memorandum. These persons deliver the memorandum to the faculty’s head of study affairs to be discussed in the faculty’s feedback meeting. The subjects’ meetings are open for students and staff. The faculty’s annual feedback meeting is open for teachers, students and other staff. The event is characterised by active discussion as student feedback gathered throughout the

year is handled. Feedback gathered by different support services is also brought to the meeting. The faculty’s head of study affairs convenes the meeting and writes a memorandum. In the Language Centre and the Library, there is an appointed person in each unit for this task. The memoranda include matters affecting the quality of teaching and learning and potential improvement measures discussed. The memoranda are sent to the Quality Manager, ViceRector responsible for Education, deans/unit directors, and the Student Union and students’ subject-specific associations. The memoranda are uploaded on the intranet and quality web pages of the faculty or unit; thus, any member of the University community can read them. The Quality Manager presents the feedback meetings’ memoranda to the teaching development committee in its spring meeting. The chair – Vice-Rector responsible for Education – informs the University Board about the quality of teaching, functionality of the feedback system, and the impact of student feedback once a year. The Vice-Rector responsible for Education brings the comments given by the University Board to the faculties’ deans and heads of study affairs. Statistical data and key figures about the University’s educational work are presented in the annual statistical report. The statistics contain comparisons between fields. Every autumn, a marketing survey is carried out to explore the motivations of new students for seeking a study place at the University. The feedback system of teaching produces information about teaching and learning. Feedback on tutoring is collected both from tutored students and the tutors. The well-being of students is observed by a health committee and a well-being committee. Well-being surveys are also carried out every 3–4 years. The Career Services unit carries out surveys about graduates’ placement in the labour market one year after graduating. In addition, another survey takes place after five years from graduation (in Finnish, the survey is called Viisi vuotta työmarkkinoilla -selvitys).

Figure 12. Feedback system of learning and teaching at the University

8. Interaction with society 8.1 Definition of interaction with society The aspect of interaction with society is present in the University’s core tasks – teaching, research and artistic activity. Societal interaction is built on the needs noticed in developing business activity, public administration, the third sector, and the needs in the immediate vicinity, in the region or in the whole country; an effort is also made to foresee future needs. Interaction with society is a consequence of the University’s success in research, artistic activity and education. The University’s high quality supports the development of not only the University itself but also the society it is a part of – producing added value to both. Interaction with society is integrated in the processes of research and education, and all University employees work to promote it. Social responsibility and dialogue characterise interaction with society. Through societal interaction, the University receives valuable feedback from its partners and other stakeholders, contributing to improving the University’s impact and the quality of its work. The University is committed to the society it belongs to, therefore it brings its expertise available to benefit the whole society. Interaction with society also ensures that the University’s interests are duly represented. From the viewpoint of the surrounding society and stakeholders, the University is an active co-operation partner according to its strategy. Its focus is on northern societies, the environment, and their interaction. The most central aims for interaction with society are the following: the University builds multidisciplinary research on change and educates experts of changing work, for example one of the aims is to produce information about future options from the viewpoints of sustainable social, economic, ecologic, judicial and cultural development in the northern and Arctic environment the University takes the opportunities produced by art and science in the research and development of tourism, industrial products, electronic services, well-being services, accessible and safe environments we aim to strengthen regional and national competitiveness together with companies, and the public and third sectors; this co-operation is based on the University’s expertise in the disciplines it represents, the strategic foci it has set itself, and the interaction between science and art. Interaction with society is based on high-quality scientific research and academic education that produce information and experts to serve the needs of the society. Research aims at discovering solutions for acute social problems or questions in the northern region or

beyond it. So-called basic research that takes place in the long run should by no means be forgotten, as it produces information for the needs of the future and forms the foundations for strategic impact that the University’s experts make. Table 12 below shows tasks and responsibilities connected with interaction with society in different University units. A detailed description of internal division of responsibilities and tasks in units can be found in the University’s administrative rules of procedure. Table 12. Tasks and responsibility holders of interaction with society

Tasks

Reponsibility holders

Strategic responsibility (external relations and communication); international, national and regional stakeholder relations

Rector

Academic expert tasks

University personnel, teaching and research staff; e.g. statements, presentations, developmental tasks, students; e.g. theses, traineeships

Jointly funded research projects

Faculties Arctic Centre

University communication and marketing Science communication, science exhibitions Organising academic events

Communications and External Relations Arctic Centre’s Science Communications and Science Centre Congress Services

Artistic activity; e.g. artistic publishing, curating

Faculty of Art and Design

Lifelong learning; education and development projects of supplementary funding

Education and Development Services Unit for Continuing Education in the Faculty of Education Expert and continuing education in the Faculty of Law Open University

Developing the University’s internal stakeholder cooperation, coordination and monitoring, co-operation in the region of Lapland

Planning services Development committee for interaction with society

Stakeholder relations with international co-operation universities Developing and managing the UArctic network

International Relations, UArctic Arctic Centre, faculties

Working life services, supporting employment Labour market training, career guidance services Alumni activity

Student Services, Career Services, Education and Development Services

Scientific publishing activity

LUP – Lapland University Press

LUC co-operation in research, development and innovations; LUC innovation programme

MTI, PKI, Sociopolis LUC adult education services Provincial University of Lapland Coordination committee of the LUC innovation programme

Co-operation pertaining to the Sámi

Rector, faculties, Arctic Centre, coordination committee of teaching connected with the Sámi, coordination committee of higher education co-operation connected with the Sámi; Sámi Education Institute, University of Oulu and University of Lapland

The University Board and Advisory Board carry out strategic monitoring work and establish principles for developing interaction with society. The University’s committee for interaction with society guides co-operation with stakeholders in faculties and units. Faculties and units are responsible for co-operation and societal interaction in practice. Field-specific responsibilities and tasks of societal and regional impact are taken care of by the relevant unit. The societal interaction of faculties, Multidimensional Tourism Institute (MTI), Language Centre, Arctic Centre, and Education and Development Services is discussed each year in the units’ individual financial negotiations. The LUC Advisory Board, executive committee, and coordination committee of adult education are responsible for LUC strategic policies and coordination of stakeholder cooperation. Co-operation linked to LUC adult education has been described when the management and work flow plan for LUC adult education were created. The boards of MTI and PKI (Institute for Northern Culture, in Finnish Pohjoisen kulttuuri-instituutti) and cooperation organs, such as the Provincial University of Lapland, are responsible for actually implementing stakeholder co-operation within the LUC. Co-operation with regional development authorities, including foresight, in Lapland forms an important part of cooperation. Research and development co-operation in Lapland is guided by the LUC innovation programme 2014–2020. Implementing the innovation programme produces new research that benefits the region and its research and development activities, creating advantages and improved service practices to companies and other organisations. The coordination committee of the LUC innovation programme is responsible for co-operation implemented according to the programme. Parties involved in the co-operation report to their own interest groups.

8.2 Management, leadership and resources of interaction with society Interaction with society is implemented as a part of the international, national and regional innovation system. The profile of the whole University community is high-quality research that is, firstly, conducted according to international standards and, secondly, focused on the Arctic and northern people, society and environment and their interaction. The University is considered a hub of expertise in its strategic foci by international, national and regional interest groups. Research on change in the Arctic and the North is implemented in national and international research networks, such as the UArctic network. Inside Finland, the profile of research on change in the Arctic and the North defines the University’s role among other Finnish universities. The University is nationally responsible for research on the Sámi in the area of social sciences. In northern Finland, the University is an academic institute that works according to its education responsibilities and division of tasks agreed on with the University of Oulu. In regional programmes that are implemented within the province of Lapland, the University implements the LUC innovation programme in co-operation with the business life, public administration and the third sector. Multidimensional Tourism Institute (MTI) is part of the LUC and has obtained an internationally central position in the field of tourism; MTI research has a robust regional impact. In addition to having an impact on regional development, the innovation programme profiles the work of higher education units, strengthens the use of information produced by research in development work, and supports staff’s know-how in service and development. The programme tackles the challenges set by national and international innovation politics. Staff is encouraged to take on long-term RDI work and communicate actively with the working environment. The Rector decides on jointly funded development projects that are carried out together with other parties. As the University’s regulations stipulate, the matter is presented to the Rector before he makes the decision. The impact of development projects is observed regularly every year with the most active interest groups and reports are delivered to the University Board.

8.3. Definition of core processes The core processes of interaction with society are strategic relations with society, lifelong learning, alumni activity and external relations.

8.3.1 Strategic relations with society The University has active, tight-knit interaction with the surrounding society; the connection benefits both. The aim is equal development of the Arctic and circumpolar region in line with

the principles of sustainable development. Even in strategic work, interaction and reciprocity between the University and interest groups are crucially important. Through interaction with society, the University receives valuable feedback from partners and other stakeholders about its impact and quality. The University does its best in foreseeing and recognising future needs of expertise in a changed society. Interest groups, then again, support the University in reaching its aims. Table 13. Strategic co-operation with interest groups

Responsibility

Responsibility holder

Overall responsibility for co-operation with interest groups

Rector

Responsibility for co-operation connected with the employer organisation and facilities

First Vice-Rector

Responsibility for strategically important research networks at the university level, and research and project co-operation

Vice-Rector responsible for Research

Responsibility for co-operation with interest groups in artistic activity

Dean of the Faculty of Art and Design

Responsibility for lifelong learning

Vice-Rector responsible for Education Director of the Open University

Responsibility for connections to associated companies

Director of Administration

Responsibility for co-operation with interest groups strategically significant to the faculty

Dean

Responsibility for co-operation with interest groups strategically significant to the unit

Unit director

Responsibility for co-operation with interest groups strategically significant to the research group

Professor and academic director of the research group

Responsibility for strategic co-operation and agreements with international partnership universities

Director of International Relations

Responsibility for co-operation with interest groups strategically significant to the Education and Development Services

Director of Education and Development Services

Responsibility for the Universityâ&#x20AC;&#x2122;s external and internal communications

Communications Manager

Responsibility for internal coordination of societal interaction and co-operation in the province

Planning Manager

8.3.2 Lifelong learning Lifelong learning at the University is based, firstly, on foreseeing and recognising future skills that will be needed in the labour market and, secondly, on the Universityâ&#x20AC;&#x2122;s task of

providing education. Lifelong learning becomes concrete in adult education, continuing education, and open university teaching. Adult education uses innovative educational pathways, study guidance and flexible learning environments. Adult education contributes to increasing educational equality and nondiscrimination in sparsely populated northern areas. The University’s alumni are also offered continuing education. The University’s adult education aims at providing education which is based on research and real needs, and course contents are pedagogically tailor-made to suit the special characteristics of adult education. The profile and strategic foci are considered in organising adult education. Adult education has been divided into three sub-types: voluntary adult education, staff training and labour market training. Adult education is implemented mainly by means of supplementary funding and business activity. LUC adult education services implement courses at the University, but co-operation with Lapland University of Applied Sciences is also carried out to produce courses together. Cooperation helps in producing extensive and multidisciplinary services of adult education that combine both institutions’ expertise and strengths. Adult education at master’s level is the faculties’ task, and it can be integrated into regular teaching if necessary. Faculties are responsible for compulsory courses belonging to a degree and qualifications at master’s level. The Open University produces open studies of the faculties’ courses and modules. Together with the faculties and units, the Education and Development Services develop, coordinate and implement tailor-made continuing education courses and multidisciplinary programmes of continuing education. Moreover, the Education and Development Services organise labour market training and provide career planning for higher education graduates or those having their ambition in higher education studies. Supplementary training for teachers is organised by the Unit for Continuing Education based in the Faculty of Education and Education and Development Services. The Unit for Continuing Education provides education resulting in qualifications and training focusing on the faculty’s fields and foci. The teachers of the Education and Development Services highlight a multidisciplinary approach, with special focus on matters such as quality management or pedagogical leadership, for instance. Continuing education in the field of law is organised by the Faculty of Law. The continuing education is aimed primarily at graduates from the same field. Thus, northern experts in law can update their expertise by participating. Lawyers constitute the main target group, but

there are other professions in which judicial understanding is necessary. The main focus is on up-to-date legislation and procedures in the court of law. Experts from the faculty implement the courses and, when necessary, national and international experts are invited to contribute. All courses run for a short period of time, are tailor-made and needs-based. A specific committee composed of clients carefully plans the continuing education offer. The members represent the regionâ&#x20AC;&#x2122;s courts of law, prosecutors, advocates and the police. Digitally mediating the courses elsewhere in the region and country is aimed at. Table 14. Levels, objectives and responsibilities of evaluation

Aim of evaluation / viewpoint

Implementing evaluation / method

Evaluation information to support establishing strategic principles in adult education and focus areas at the consortium level

LUC coordination committee of adult education / self-evaluation

Evaluation information to support establishing strategic principles in adult education and focus areas at the university level

The Universityâ&#x20AC;&#x2122;s committee for interaction with society, assessment activity / self-evaluation

Evaluation supporting the development of content and pedagogics in adult education /internal evaluation of open university teaching

Open university education / selfevaluation based on qualitative and quantitative knowledge and customer feedback

Evaluation supporting the development of content and pedagogics in adult education / internal evaluation of the Faculty of Education

Unit for Contuinuing Education in the Faculty of Educaiton / self-evaluation based on qualitative and quantitative knowledge and customer feedback

Evaluation supporting the development of content and pedagogics in adult education / internal evaluation of the Education and Development Services

Observation level Lapland University Consortium

University of Lapland

Unit-level

Education and Development Services / self-evaluation based on qualitative and quantitative knowledge and customer feedback

Evaluation of adult education is based on information produced through customer feedback systems and self-evaluation carried out by different parties. The evaluations are to produce information that supports developing adult education and establishing strategic practices. However, the viewpoints of qualitative impact and productivity are not completely ignored.

Constant development of practices connected with lifelong learning is crucial in the overall development of the University. Units responsible for adult education base their quality management and development work on the units’ quality manuals or operational handbooks; processes and practices are described in them. Descriptions of the policies of adult education can be found in the handbooks and manuals of the Open University, Unit for Continuing Education based in the Faculty of Education, and Education and Development Services.

8.3.3 Alumni activity The University’s alumni activity is implemented according to an annual action plan. With the alumni activity, the University aims at enrichening the University community and receiving valuable support to the University’s basic tasks through the presence of the alumni. The alumni constitute a strong resource whose expertise, experience and skills are put to good use in development work, teaching, artistic activity, research and interaction with society. The alumni themselves benefit from maintaining and developing their academic and professional expertise, and from networking with the University community and new graduates. Alumni activity is implemented at the university level and faculty level. Faculties have described their alumni activity in annual reports. The action plan (in Finnish: Lapin yliopisto – akateemisen osaamisen kanssakulkija, vuosille 2015−2017) can be found on the intranet. Alumni activity is guided by the University’s values: Creativity, impact and responsibility: alumni co-operation enables creativity and expands societal impact. Critical and emancipatory approaches: The voice of the working life provides – at its best – constructive criticism. Alumni activity creates settings for fresh ideas and the creation of new. Optimally, the alumni community renews the University by breaking outdated practices and by providing up-to-date feedback from the perspective of current working life. Interaction that pays attention to both the individual and community: Alumni activity, based on reciprocity, strengthens the sense of belonging to a community, without forgetting that all community members are also individuals. Student’s commitment to the University community and alumni activity already at the early stages of their study path are considered vitally important. The Student Services unit is responsible for alumni activity. The Rector has appointed an alumni committee which is chaired by the Vice-Rector responsible for Education.

8.3.4 External communication Communication that supports societal impact aims at exposing the significance of the University’s relations with society. Communication is also used to increase the University’s impact. It is based on the University strategy, communication plan and governmental communication recommendations and regulations. Communication is carried out in line with the general ethical guidelines for organisational communication and public relations i.e. the Code of Athens, the European Code of Professional Conduct in Public Relations (also called the Code of Lisbon), and the Guidelines for Journalists. Communication aims to raise awareness among funding providers, entrepreneurs and other regional actors about the University’s regional development work; they become convinced about the University and its work. Furthermore, the global use of the University’s networks in Arctic expertise in an effort to build the future and create well-being is made visible. Aims for communication that supports interaction with society are: - the University’s networks in Arctic expertise are harnessed to generate future welfare for Finland and Lapland - the alumni become employed and become the University’s messengers - funding providers, entrepreneurs and other regional actors are familiar with the University’s regional development work and become convinced about it. By means of professional communication, the University maintains relationships to decisionmakers, opinion leaders, officials, funding providers, the media, business life, other universities and higher education institutions, ULapland alumni, and co-operation partners in the region, elsewhere in Finland and outside Finnish borders. Strategic leadership of communication is on the Rector’s responsibility. The Rector leads the University’s societal relations nationally and internationally. The Communications Manager is responsible for internal and external communication, up-to-date web pages, marketing communication, the Congress Services, and questions pertaining to the University’s visual identity. The University is active in communicating about research results and artistic activity to various audiences. The University’s Kide magazine presents research, teaching and people of interest at the University. Kide is also known for participating in socio-political discussion and taking up current topics in higher education. The Science Communications unit in the Artic Centre increases general awareness, knowledge and understanding of arctic matters by collecting them and communicating about them to the general public, experts and other target groups. The Lapland University

Press (LUP) publishes books and coordinates the publishing of doctoral dissertations. In addition, LUP promotes publications about the north and the Arctic. Inside the province of Lapland, relations are maintained through the LUC Advisory Board, Lapland University Foundation, and other regional co-operation organs with representation from the University. The deans and unit directors are responsible for their units’ work. Researchers and teachers take care of the communication that is connected with their research and teaching. Naturally, every employee communicates about matters in their own job description.

8.4 Monitoring, assessment and development Assessment and monitoring of interaction with society is part of the University’s steering system and is given due attention in the financial negotiations and the Rector’s reviews. Indicators of interaction with society that are linked to teaching and research are described in the expertise allocation system, which provides information on both planning and implementation. Other indicators of interaction with society are observed annually in the University’s development committee for interaction with society. Reports on interaction with society are also provided in the Rector’s reviews. Regional impact and interaction with society is implemented in practice through research and development projects, for instance. They are funded mainly by regional funding instruments and partly by the business life. The University monitors the scope of supplementary funding on an annual basis; regional funding instruments constitute one part of supplementary funding. The relevance of regional development and research projects to the University’s strategic foci is paid attention as well. Already at the initial stage of preparing any project, its relevance to the University’s strategic foci and their development is thought through. Simultaneously, the productivity of the project is foreseen (scientific or artistic publications, study credits, degrees completed). Co-operation agreements with strategically important stakeholders create the framework for working together. Annual assessments are made by comparing results to targets set earlier. Monitoring and assessment take place in steering committees, for example, and proper documentation is part of the process. As a result, development aims are discovered and agreed on. The information produced also helps in developing co-operation and even internal processes at the University. Documented end-results and development aims are each discussed by the relevant groups or committees, such as the development committee for interaction with society and the University Board.

The Universityâ&#x20AC;&#x2122;s national marketing communication is coordinated and observed by means of an annual plan which is made in co-operation with the faculties and the Student Services. The Communications and External Relations unit coordinates and develops the Universityâ&#x20AC;&#x2122;s web pages, ensuring that practices and principles in producing web pages are similar in all areas of the University. The unit regularly organises staff training and info events about online communication. Participants can also give constructive feedback for developing online communication. Awareness of the University and its public image is evaluated by means of surveys and monitoring tools in social media channels. Direct feedback from journalists is used in evaluating media communication. Feedback has been exploited to improve communication and individual organs. The Kide magazine has an online feedback form, and the magazine is evaluated based on feedback received in editorial meetings and the teamâ&#x20AC;&#x2122;s visual meetings; the meetings take place during the academic year.

9. Administration and support services Administrative services at the University encompass administration and support tasks of the Central Administration, faculties’ and units’ offices, and LUC services that include the University’s Library services, IT Services and Student Services. The Central Administration is responsible for the preparation and implementation of matters confirmed by the University Board. Moreover, the Central Administration supports teaching, research, and other work by taking care of centralised administrative tasks and necessary support services. By working efficiently, the unit aims at facilitating productive research, teaching and interaction with society. It is responsible for financial planning, management of finances, and the sufficiency of funds. Inside the Central Administration, responsibility areas are divided between the Infrastructure Services, Administrative and Strategy Services, Teaching Support Services, International Relations, and Research Support Services. The work and responsibilities of the Central Administration are described in more detail in the unit’s rules and regulations which can be found online. The faculties’ offices produce part of the support services that the faculty needs, such as study administration and personnel administration. Administrative managers are responsible for these offices. Support services in independent institutes are on the unit director’s responsibility. The administrative services provided by the Central Administration, and individual units are described in unit-specific handbooks and manuals that can be found on the ULapland intranet or public website.

Figure 13. Organisation of the administration supporting the Universityâ&#x20AC;&#x2122;s core tasks A long-term commitment to developing the administrative and support services is present in daily work, along with commitment to developing the core tasks.