Priority Operational Development

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3 Priority Operational Development Please note that this document is a translation of a Swedish original. Introduction Based on our mission, Chalmers shall be an outward-looking university of technology with a global appeal that conducts internationally recognised education and research linked to a professional innovation process 1, Chalmers is developing greater social responsibility. By focusing on competence, knowledge and utilisation 2, Chalmers shall play an important, attractive and demonstrable role in society. This role has local, national and global perspectives, and the overall goal is to contribute to sustainable technological shifts, where focus is placed on problemsolving for new sustainable competitiveness, where the knowledge available is captured from scientific depths, and where long-term welfare is a clear goal; all in accordance with our vision of Chalmers for a sustainable future. Chalmers graduates and doctors are our most important contribution to meeting society s need for innovation. By working together with companies and society, our students are prepared to take on the role of agents of change, our doctors are prepared to be crucial door-openers for the future, and future employers are prepared to seek and accept change for a sustainable future. Chalmers management has identified three interim goals for the Chalmers Group s contribution to Chalmers overall goal. Chalmers management group is responsible for ensuring that guidelines or action plans are developed for the following interim goals during 2014: A clearly defined work approach to how Chalmers systematically contributes to a sustainable society. An effective group management team that, under a common trademark, creates better conditions for integrated education, research and utilisation. A connected strategy for Chalmers internal, local, regional, national, European and international role. Chalmers departments must continuously develop their advancement and the commitment of the individual and must ensure a critical mass and the appeal of subject-related interfaces both within and outside Chalmers. During the next five years the financial distribution model we currently apply at Chalmers will be changed to better support our common operational goals. Internal investigations are currently underway with the task of assessing the consequences of alternative distribution models for the distribution of Chalmers basic resources, and this applies to faculty funds and basic education funds as well as the strategic basic resources. The new model should be implemented by 2015 at the latest, in conjunction with the strategic faculty funds from the government becoming basic resources in our standard allocation. The goal is to ensure the implementation of a model that benefits Chalmers development ahead of the planned national evaluation of universities and colleges department funds in The Knowledge Triangle defines the integration of education, research and innovation, where Chalmers describes its contribution to innovation as utilisation. 2 At Chalmers, the term utilisation covers the assignments of communication, collaboration and innovation as set out in the government s description of universities assignments. Page 1 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

4 Priority Operational Development creates better conditions for Chalmers to advance its position and operations Priority Operational Development (POD) , together with Chalmers vision document 3, makes up Chalmers overall guidelines and policies. POD is a development plan that proceeds from the management group s overall priorities and the Chalmers Group s prospects for attaining our shared goals. The overall goals of Priority Operational Development worldclass education, excellent research and effective utilisation are supported by a fourth goal, namely outstanding internal environment, which is a prerequisite for being able to succeed with the other goals. These four goals have been adopted by the board of Chalmers AB. The primary goal of POD is to provide the departments with incentives to lead a development of the highest quality for their subject areas and to describe how they contribute both locally and globally to education, research and utilisation for Chalmers overall appeal. Within the disciplines this occurs through striking a good balance between the depth and breadth among researchers and teachers. The encounters with other disciplines, the private sector and the community are given added-value through the opportunities for the various areas of advance to take on interdisciplinary and societal challenges. Figure 1. Two-dimensional view of Chalmers 4. Conditions for unique added-value The ability to navigate a complex organisation is determined by the clarity and attractiveness with which the contributions of each individual member can be described. That is why a twodimensional view of Chalmers has been generated (Figure 1), where the line organisation and 3 Chalmers för en hållbar framtid. Vision, mål och strategier med utblick mot 2020 (Chalmers for a Sustainable Future; Vision, Goals and Strategies , with Outlook towards 2020), as well as an updated version in English of Chalmers - for a Sustainable Future. Vision, Mission and Strategies Available at 4 CPO; Chief Process Officer, who is also responsible for the central operational support. CFO; Chief Financial Officer. Page 2 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

5 Chalmers overall development each represent their own dimension. The figure shows that the departments and the central operational support make up the line organisation for which all employees work. The departments and their employees are offered unique added-value in their performance through the second dimension. The main processes of education, research and utilisation for a sustainable future supply quality and efficiency in the performance, while the areas of advance provide added-value and commitment. The cumulative impact is to make Chalmers more attractive while contributing to development and growth for our partners. The assignment and importance to the business of the areas of advance The areas of advance at Chalmers support and increase the visibility of areas where we take special responsibility and can contribute to solving future challenges and work for the achievement of a sustainable society. The main assignment for an area of advance is to actively contribute to the advancement and clarification of interdisciplinary collaborations and in this way benefit research excellence, education, cooperation with the private sector, society and research organisations and, not least, utilisation with the entire area of advance s breadth of competence. Cooperation occurs through local, national and global perspectives, which also promotes and clarifies Chalmers role. The areas of advance update their profiles and active fields on an annual basis. The areas of advance s profiles are sub-areas where we can achieve world-class results and take national responsibility, while the active fields describe concrete activities. The areas of advance s active fields are open to all of Chalmers researchers/teachers who can contribute to their quality and dynamic development. The areas of advance are responsible for the visibility, flexibility and dynamic development of the centres of excellence, in consultation with the host department, which is responsible for the line operations. The long-term goals of the areas of advance The overall long-term goals for the areas of advance are connected to Chalmers vision Chalmers for a sustainable future and to the interim goals in Priority Operational Development. Connections to the interim goals in POD are indicated in parentheses below. The areas of advance have provided added-value in the form of interdisciplinary collaborations in order to meet society s challenges [U1, U2, F2, N1]. The areas of advance have promoted excellent research [F1, F2]. The areas of advance have contributed to the integration of research, education and utilisation in the knowledge triangle [U1, N1]. The areas of advance have contributed to increased international visibility and have strengthened Chalmers trademark [U1, U2, F1, N1, N2]. Chalmers areas of advance are known within and outside of Chalmers as outstanding environments and meeting places for research, education and utilisation [U1, U2, F1, N1, N2]. The areas of advance have increased Chalmers possibilities to gain external resources [F2, N1]. The areas of advance have become a meeting place for cooperation between academia, trade & industry and society [U1, N1, N2]. Page 3 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

6 The development of the areas of advance An independent international evaluation of the whole of Chalmers, via the dimension of the areas of advance, was carried out during the spring of The evaluators gave strong support to the concept of the areas of advance, although they also pointed out the importance of having a clearer role distribution and set of rules between departments, areas of advance and programmes. The role of the areas of advance is under constant development, with the aim of generating increased added-value for Chalmers long-term development and attractiveness. Examples of the further development that is now taking place, and that is of long-term importance to Chalmers operations, include: The areas of advance s functions that provide instruments for the achievement of the target that has been defined during the spring of The functions are grouped into the following areas: i) Cross-boundary area of advance recruitments, ii) area of advance platforms for communication-based forces for change, iii) area of advance investments, iv) area of advance platforms for education integrated with research and collaboration, and v) culture, leadership and coordination. Clarification of the responsibilities of the departments and the areas of advance in relation to centres in Chalmers centre policy. Clarification of the responsibilities of the departments and the areas of advance in relation to infrastructures in Chalmers infrastructure policy. The areas of advance s maps, in other words profiles and active fields, are updated in June each year based on Chalmers advancements, potential and coordinated responsibilities within, among other things, Horizon 2020, national innovation environments, regional clusters, global collaboration nodes and collaboration agreements. The financing of the areas of advance is ensured for the period after the government s and the financiers evaluation of the strategic research areas 2014, and is synchronised with planned changes to the department fund distribution. Planning for broad cross-boundary long-term collaborations with academia, industry and society that generate added-value for Chalmers. Focus on skills maintenance and development The skills maintenance effort is to consist of innovative strategic planning by the departments that meets top international standards of quality, diversity, gender equality and efficiency. Furthermore, Chalmers competence policy shall have clear and measurable career paths, a proactive recruitment policy and a clear connection to the strategic development of undergraduate and graduate programmes. Gender equality must be promoted by means of innovative thinking, foresight and courage to break with ingrained traditions. Chalmers still recruits students, researchers and lecturers on too much of a local basis. Diversity and gender equality are also far from the desired levels. At the initiative of the government, Chalmers management requires that at least 25 per cent of all new professors be women, which is a step in the right direction. Page 4 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

7 Graduates of Chalmers are expected to play a decisive role in designing and disseminating solutions that promote a sustainable future. The annual Chalmers Sustainability Day must become the most visible evidence that we have integrated the internal and external energy required to achieve our vision. This effort needs to be supported by a culture that builds trust and allows for a relevant level of risk propensity. The globalisation trend is continuing, bringing with it fiercer competition for students, resources and collaboration. Chalmers must take steps to exploit the opportunities that such changes present. This development plan requires a willingness to change, upgraded forms of collaboration and the ability to achieve results that add value for all parties involved. Furthermore, we must take an active part in public debate and share the knowledge that we have acquired. What are the best ways for us to pursue POD together? This POD document describes goals and priorities for the period The final (Swedish) version for this year was adopted by the president in June 2013 and serves as a basis for the group s 1-5 year development planning horizon. Each unit has the task of translating the overall goals of the plan into action within its particular sphere of responsibility. All units are encouraged to undertake cross-boundary dialogues within the Chalmers group and to show how we together can achieve the priority interim goals. The operational plans of the departments and areas of advance must address two mandatory interim goals, and they have the latitude to set additional goals of their own as needed. These mandatory and voluntary interim goals must be supported by quantifiable key performance indicators (KPIs) that include a time estimate. Because the key performance indicators always bring about action, it is important to monitor their role in ensuring that the department meets its interim goals. An independent risk analysis can provide support as well. The key performance indicators in POD represent part of four different sets of key performance indicators that together present a collective view of Chalmers development. KPIs are produced for: the foundation that owns Chalmers (relative measurement in the university sector), the Chalmers AB board (fulfilment of overall goals), POD (priority operational development towards interim goals) and base data sheets (the comparative figures for the departments 5 and employees). Publication of detailed directions for the POD effort and Instructions for Operational Planning will begin on 2 September Including base data sheets for the areas of advance and disciplinary domains. Page 5 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

8 World-class education Chalmers goal is to provide world-class education where the vision is as follows: We recruit highly motivated students with good prerequisite knowledge from all over the world, and we offer education that enables these students to develop the ability to create sustainable, social and technical solutions that make a difference both locally and globally. Chalmers offers education, in creative and inspiring learning environments, provided by eminent faculty with a high degree of scientific, disciplinary, professional and pedagogical competence in close contact with student support and industry. Chalmers alumni have deep disciplinary knowledge combined with the ability to take on leading roles when it comes to the development, realisation and operation of technical systems, processes and services. Chalmers alumni can collaborate with experts from other professions and contribute a solid technical foundation to the resolution of complex societal problems. Chalmers alumni have developed personal characteristics such as curiosity and courage, as well as the self-knowledge that generates the ability to continually develop their own competence and to take on challenges within new areas. Chalmers alumni use a value-creating mind set and an ethical approach, and have the ability to see their own in-depth theoretical knowledge in a broader context. How do undergraduate and graduate programmes at Chalmers currently rank? Chalmers programmes enjoy a solid status in Sweden, and the employability of Chalmers students is good: 86 per cent of those with a 5-year Swedish civilingenjör degree (Master of Science in Engineering) and 77 per cent of those with a Bachelor of Engineering degree obtain relevant employment within six months of graduation, and alumni give an average rating of 7.9 (out of 10 possible) when asked how satisfied they are with their education overall. A joint proactive effort to continue to develop the quality of our programmes will take us far down the road to professional relevance for our education, and our alumni shall achieve that which is set out in the vision above. Chalmers is to use constructive alignment in education, which is an internationally recognised approach and effective tool for providing students with better conditions for in-depth learning strategies. This approach can also improve faculty didactic competence. With the Swedish National Agency for Higher Education s quality evaluation as one of the indicators, Chalmers has set as a goal that at least 75 per cent of our programmes shall be allocated the rating of very high quality, and that we shall show further improvement during the following evaluation. Courses are constantly improved in collaboration with student representatives, and one goal of the development of our course evaluation process is to increase satisfaction among students. The target for the key performance indicator is 3.5 (out of 5) on the question in the course survey concerning overall satisfaction. The quality effort also affects student throughput, particularly if greater support for personal development is included. An average of per cent of students who are admitted to Chalmers currently graduate. However, there are substantial differences among the various degree programmes, and it is difficult to draw general conclusions about why that is the case. The target key Page 6 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

9 performance indicator for the first year is that at least 90 per cent of students remain in the programme and that 90 per cent of them have earned at least 45 higher education credits. On-going progress of education and learning at Chalmers towards world-class status In the vision for world-class education it is stated that the students shall develop the ability to create sustainable, social and technical solutions that make a difference both locally and globally. In order to be able to meet these future wide-ranging challenges, there is a need for increased elements of problem-oriented education where students and teachers with different competences jointly work on a professionally relevant problem. Initiatives to meet the demand for sustainable development and interaction between people, technology and the community should be more fully integrated if students are to be able to assume their future professional identities while participating in the projects. Inspiration for formulating problems can be found externally, preferably in interaction with the private sector. The areas of advance play a vital role in identifying wide-ranging problems of the future while serving as a venue for discussion. Both undergraduate and graduate programmes and the areas of advance should allocate special resources to encouraging and assisting this type of initiative either in or outside the classroom. In order to provide students with the opportunity to work on professionally relevant problems, Chalmers own business development within, for example, IT should be able to be used as a case in point. Within five to ten years, every education programme at Chalmers should be able to have faculty with merits from within the field of pedagogics as part of the process of maintaining world-class education. The principle of academic learning and links to the growing research field of engineering education research provide fertile soil for our faculty to present their classroom experience in relevant pedagogical and educational journals. An example of this can be found in Chalmers participation in the development of CDIO 6, a model for engineering education. These days the model has been adopted by more than 100 universities and has an annual international pedagogic conference. Few faculty members at Chalmers have yet become professors primarily on the basis of their pedagogical merits. Interest in and opportunities for them to do so, as well as to pursue a career as researchers in the field of engineering education science, should be encouraged. New trends An area that it is believed will impact on university-level education is the fast-growing scope of Internet-based courses. Massive Open Online Courses (MOOCS) are more than just ordinary courses. They are defined as being free of charge, with a start and finish date but without a clear learning path, and with demands on active participation whereby you build up a knowledge base in a network. At present the financing, if there is any, is connected to the examination instead of the participation. Chalmers education is centred on programmes, not free-standing courses, and 6 CDIO; Conceive, Design, Implement, Operate. Page 7 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

10 many of the courses contain practical elements. Consequently we feel that, even during the next few years, the main part of the education will be campus-based, although developments are pointing to us needing to design a creative and inspiring digital learning environment. Commissioned courses are also affected by this trend. For example, Chalmers now has modern equipment for the recording of lectures. As a campus-based university, student life is an important part of the Chalmers experience, and Chalmers is now starting a long-term project Studentliv 2020 (Student Life 2020) the aim of which is to identify the most valuable aspects of student life on campus and to find a good co-existence between student life and working life on campus. Increased focus on recruitment of students Chalmers strives to educate approximately 9,000 full-year equivalents each year, with 30% international 7 students at Master s level in order to ensure an international study environment. 24% of Master s students currently have degrees from a country other than Sweden. Recruitment of both Swedish and international students to Chalmers will, however, prove challenging during the upcoming period, given the declining size of Swedish youth groups until 2019 (at which point the number of 19 year olds will once again begin to rise) and the fees that were introduced in 2011 for students from outside EU/EEA or Switzerland. Consequently, the ability to reach out to European students during the recruitment process will grow in importance. The process of recruiting international students has already changed and must continue to be developed and coordinated. Well-functioning and modern digital channels aimed at potential students play a vital role in this context. In collaboration with other higher education institutions, Chalmers must try to persuade the government to offer more scholarships to international students. Moreover, recruitment in Sweden must cover larger areas of the country, while communication between Chalmers and primary school teachers, as well as secondary school teachers, study advisers and career advisers must continue to improve. The upper secondary school teacher education that Chalmers has offered since the autumn of 2011 will bolster contact with upper secondary schools, and the experience gained should be useful in intensified recruitment efforts. The process To educate materialises and provides support within the context of Bachelor and Master s programmes Bachelor and Master s programmes represent the first of Chalmers main processes to be analysed. The process defines each stage of an education from the time that the student learns about the offering and is recruited, through their studies, to graduation and a degree. The process ranges across all departments, as well as operational support. The purpose of the process is to provide a basis for prioritising and streamlining the use of the programme appropriations through management by objectives with the student in focus. In this context, streamlining opportunities or results are already being seen in relation to, for example, improved reception, common course evaluation systems, recruitment collaboration, quality monitoring or examination management. 7 International students refers to students without a Swedish passport or a permanent residence permit in Sweden. Page 8 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

11 Collaboration between programme management, departments, areas of advance and support divisions needs to be expanded in order to carry out shared strategies that allow courses, programme management, student support and areas of advance activities to contribute to a joint vision of world-class education. World-class education U1. Pedagogic and quality development Heads of programmes and faculty continually quality assure Chalmers programmes in a professional manner. The purpose of that is for Chalmers alumni to have attained knowledge based on science and proven experience as well as developing international attraction for their ability to handle the shifting challenges of a sustainable society. The students are satisfied and complete their studies at a normal rate. U2. Student recruitment Proceeding from a broad recruitment base in Sweden and abroad, Chalmers fills its programmes with students who have solid prospects of obtaining a degree and becoming outstanding engineers, architects, ship s officers and upper secondary school teachers. Chalmers carries out its Master s programmes in an international environment. Key Performance Indicators 8 : U1:1 Percentage of Chalmers programmes that are scored as having very high quality in the evaluation by the Swedish National Agency for Higher Education. U1:2 Percentage of students who are still at Chalmers after one year of studies and the percentage of them who have earned at least 45 higher education credits. Key Performance Indicators: U2:1 Percentage of international students enrolled in courses that are part of Chalmers Master s programmes. U2:2 Number of first choice applicants per site. The areas of advance provide added-value to education by: Inspiring and supporting the integration of the knowledge triangle (private sector collaboration in the education, strong connection to research/education, shared series of seminars etc.). Initiating and coordinating project elements in the education. Initiating and contributing to the development of cross-disciplinary courses. Initiating and stimulating international student networks and activities. Offering opportunities for student participation in research. Excellent research The volume of research at Chalmers is expected to increase even further during the first part of the five-year period As a result, we must work on strengthening our appeal and improving our recruitment processes. Throughout the entire five-year period, the continued development of Chalmers as an internationally visible research organisation will be prioritised. Special focus will be placed on publishing articles that have a greater impact, on-going internationalisation of Chalmers research and closer collaboration across various types of disciplinary boundaries. In cooperation with our students and the outside world, we can grow 8 Definitions and descriptions of key performance indicators are set out in the appendix at the end of the document. Page 9 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

12 even stronger and build a firmer foundation for innovation, particularly when it comes to research results. Although doing well on ranking lists is not a goal in itself, quality improvements in research and subsequent scholarly articles will have a positive impact on our ranking. Focus on publication and recruitment The president of Chalmers intends to continually monitor both the volume and impact of published articles. Management at the various departments should follow the production of their researchers at the individual level. Chalmers recruitment of new academic employees, particularly for tenure appointments, should be increasingly international in scope. To reach that goal and ensure that recruitment maintains a gender balance, the process will be improved to include more proactive elements that permit wider searches. The initiatives that have been carried out in terms of advertising for assistant professors on a central basis within the areas of advance and the basic sciences has been both successful and instructive. Chalmers management group plans to monitor developments with various types of measures, such as central notification of vacancies, to ensure that we can attract successful young researchers to Chalmers. Departments and areas of advance have different roles to play in the progress of research The departments are responsible for the development of intra-disciplinary subjects with regard to both depth and breadth, and strong intra-disciplinary research is a prerequisite for both interdisciplinary encounters and utilisation. The task of the areas of advance is to use the incentives of sustainable development, innovation and entrepreneurship to motivate researchers and teachers to collaborate internally across subject boundaries, as well as externally with the public and private sectors. Over the next few years, the basic sciences should be afforded greater visibility and opportunities for interdisciplinary collaboration. The ability to work across an assortment of boundaries, as well as the integration of research with education and innovation in the knowledge triangle, will thereby be strengthened and various types of co-publishing will be monitored. The areas of advance and a forum for the basic sciences offer creative meeting places at which initiative seminars are important venues for identifying new leading-edge areas and for knowledge sharing between academia and the public and private sectors. The research associates of the areas of advance help strengthen the networks between Chalmers young researchers, as well as stimulate interdisciplinary collaboration and communication. A communication plan turns the areas of advance into Chalmers show window, not only for the research community but also for other societal actors from both a local and global perspective. Page 10 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

13 The importance of reinforcing the research infrastructure and doctoral programmes at Chalmers Chalmers research infrastructure is integral to our on-going ability to remain in the scientific forefront and retain our appeal as a partner. Strategies are being developed for ways that Chalmers should act to develop and benefit from infrastructures with many user groups at the university or another host. Other important infrastructures include appropriate project and cooperation tools that support cross-boundary research. Doctoral programmes are being strengthened, primarily in the areas of communication and leadership by means of Generic and Transferable Skills as an adjunct to intra-disciplinary knowledge acquisition. This approach stresses professional development, and doctoral students are better prepared for the employment market, regardless of the career that they choose after graduation. Excellent research F1. International appeal Chalmers research is characterised by academic excellence and international collaboration. The areas of advance increase Chalmers attractiveness. A proactive search process 9 is used to recruit the best researchers, as well as ensure recruitment that has a greater external component and better serves the cause of gender equality. F2. Publications Chalmers researchers publish both intra-disciplinary and interdisciplinary articles with increasing quality and volume. Chalmers publications make a greater impact. Key Performance Indicators 10 : F1 Percentage of men appointed to all positions that require a PhD. Key Performance Indicators: F2 Chalmers field normalised citation score. The areas of advance provide added-value to research through: Cross-boundary recruitment. Platforms for research communication. Targeted investments (wide-ranging infrastructure initiatives, demo projects, researcher mobility, international exchanges etc.) Networking leadership and professional coordination capacity. Support for wide-ranging, horizontal joint applications. Connecting research to societal challenges. 9 A proactive search process identifies and contacts prospective applicants for the purpose of increasing recruitment breadth and quality. 10 Definitions and descriptions of key performance indicators are set out in the appendix at the end of the document. Page 11 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

14 Effective utilisation through communication, collaboration and innovation The active search for effective new collaborative efforts and the nurturance of existing ones improve our prospects for high-quality communication, collaboration and innovation. Sustainable development is an important driving force that permeates Chalmers utilisation processes. Long-term sustainable solutions also permeate the development of Western Swedish, national and international collaboration between academia, the public sector and the private sector, concretely driven by the desire to identify solutions to global challenges. Given that an objective of technological progress often is to promote positive social development, Chalmers should regularly conduct a nuanced and balanced discussion about opportunities and risks involved. During the last decade the assignment of utilising has been increasingly clarified and is now seen as an assignment that is on a par with the assignments of researching and educating. Even if Chalmers as a foundation university is not in the strictest meaning subject to the Swedish Higher Education Act, in practice Chalmers has the same assignments as other universities. Chalmers is given other individual assignments within the area of utilisation by the state (like, for example, establishing an innovation office) on the same premises as other higher education institutions. We sense an expectation from trade & industry and society that Chalmers operations should create even more benefit for our surrounds than is the case for other academic organisations. In the Swedish Higher Education Act it is stated: The universities assignment shall include the assignments of collaborating with the surrounding society and informing about its operations as well as working to ensure that research results produced at the university are used to create benefit. Chalmers chooses to call these three sub-assignments the communication assignment, the collaboration assignment and the innovation assignment. Together they represent the content of the term utilisation at Chalmers. The areas of advance clarify Chalmers strategic research areas and provide greater opportunities for teachers and researchers to further develop measures within the various parts of utilisation. The areas of advance communicate directly with Chalmers academic environments as well as with our science parks, the private sector, research institutes and the public sector, making our research more visible and giving our students the opportunity to acquire early insight into and contact with prospective employers. During 2013/2014 a communication plan is being produced whereby the communication assignment within utilisation is being developed into an interim goal for next year s POD. In order to increase external parties confidence in Chalmers as a partner, it is an important goal to achieve a secure and correct handling of research information. The innovation system is being developed on the basis of the researchers need to achieve utilisation of the research. During the next five-year period it is a goal that Chalmers research and education environments shall have received the opportunity, with support via the areas of advance and the innovation office, to develop strategies and action plans for the management of their intellectual assets. Chalmers offers an in-depth and wide-ranging selection of commissioned programmes and increased collaboration through research-related development. Long-term strategic collaboration agreements with the private and public sectors, developed within the framework for the areas of advance, are evidence of Chalmers ability to collaborate. Page 12 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

15 Strategy for the execution of the communication assignment Chalmers communicates education and research externally in consultation with all institutions in all channels such as websites, magazines, seminars and media in order to increase the visibility of Chalmers programmes and research areas and possible applications for the research. Research-related communication initiatives such as The Science Festival, Researcher Fridays, physical toys, doctoral students popular science lectures, Molecular Frontiers, Universeum etc. are initiatives that focus on creating interest in science and ensuring that technical solutions are implemented on a continual basis. Seminars are held for defined target groups in order to increase visibility and inspire within Chalmers areas of advance. That sustainability permeates Chalmers education and research and that the aim of creating agents of change for a future sustainable society is communicated on a continual basis. A Sustainability Day is held each year and is open to the general public. The communication shall increase the visibility of Chalmers programmes, research areas and researchers, teachers and students. Strategy for the execution of the collaboration assignment Collaboration shall be an activity that is integrated into the research and education operations at Chalmers. The areas of advance shall be used as an important driving force in order to further increase the quality and volume of collaboration activities such as, for example, centre programmes, commissioned programmes, research-related development etc. When necessary, collaboration should be based on customised and clear agreements between the parties involved. The forms of collaboration, both those that are expressed in agreements and those that are carried out, shall make it possible for Chalmers to continue to take responsibility for the knowledge assets that are created in collaboration. The terms & conditions for collaboration, both for Chalmers as an organisation and for the individual researcher/teacher/student, shall be such that they do not create obstacles to continued research and education. Chalmers shall participate in and work for the effective development of selected clusters at both a regional, national and international level. Chalmers shall endeavour to achieve collaboration where open innovation represents a cornerstone of the collaboration. An integrated support system that can provide method and competence support in relation to collaboration issues shall be available. Strategy for the execution of the innovation assignment An inventory of knowledge assets and the active verification of benefit and possible innovation processes shall take place on a continual basis in Chalmers research and education operations. Page 13 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

16 The areas of advance have a special role to play when it comes to creating conditions for new innovation processes. Chalmers shall have an integrated, clear and readily accessible support system that can provide method support, competence support and execution support in relation to the inventory of knowledge assets, verification and innovation processes. Monitoring the effects of utilisation in society The effects of utilisation in society shall be monitored through, among other things, the measurement of the socioeconomic effects of the existence of utilisation processes that are created through Chalmers operations. Monitoring the scope of utilisation The scope of utilisation shall be measured, when possible, in flow rates that show or indicate the size of the volume of knowledge that is transferred. The scope of utilisation shall be measured as the volume of collaboration activities. Monitoring the internal effects of utilisation The internal effects of utilisation for Chalmers shall be measured in revenues, the number of researchers, teachers and students involved, and the development of Chalmers trademark and appeal. Effective utilisation N1. Collaboration assignments Successful assignments have strengthened Chalmers' position as one of the most attractive universities with which to collaborate. Chalmers has entered into long-term collaboration agreements within education, research and research-based development with the private sector, as well as other national and international societal actors. N2. Innovation assignments Chalmers creates sustainable, productive collaborative settings for open innovation in which a greater number of sought-after intellectual assets are cultivated. Chalmers is internationally recognised for generating knowledge-based growth companies and has secured its position as a leading entrepreneurial university. Key Performance Indictors 11 : N1 Number of long-term collaboration agreements with external parties that include competence provisioning in both undergraduate, graduate and doctoral programmes, research and researchbased development. Key Performance Indicators: N2 Percentage of intellectual assets transferred to parties for commercial or other utilisation. 11 Definitions and descriptions of key performance indicators are set out in the appendix at the end of the document. Page 14 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

17 The areas of advance provide added-value to utilisation by: Offering networking leadership and professional coordination capacity. Acting as platforms for communication and channels in to Chalmers. Arranging activities that advance the collaboration between trade & industry, society and academia. Conducting contextual analyses and imparting active influence. Offering support in relation to the identification of intellectual assets. Providing support to wide-ranging, horizontal, joint applications. Providing researchers with increased confidence in the utilisation process. Outstanding internal environment The work involved with clarifying the utilisation assignment at Chalmers has led to an overview of the group structure, whereby assignments and responsibilities have been defined in order to support utilisation at Chalmers in the best way. This overview will lead to new procedures and working methods for how to manage the group in order to achieve the operational plans that have been determined. Furthermore, the work is continuing with the strengthening of group management so that Chalmers organisation will be more appropriate and better equipped to support the operations, which means continual overview, streamlining and clarification of procedures and working methods at Chalmers. Chalmers development of a management system with clear and transparent principles for management control and monitoring, as well as a common set of rules, will lead to high quality, the ability to take advantage of opportunities and the minimisation of unnecessary risks. In order to maintain long-term balance in Chalmers finances, the forms for Chalmers financial control will also continue to be developed. The adoption of a process-oriented working method is an important tool for achieving Chalmers' operational goals. Applying quality and efficiency goals to the support processes will enable us to make overall operational support more suitable and cost-effective. One means of streamlining the operational support is good IT support with a high degree of stability and availability along with updated continuity plans in order to be able to handle any disruptions to service. Chalmers campuses are to reflect our goals for sustainable development by means of attractive settings and inspiring examples. This includes responsibility for satisfying the needs of education, research and innovation for supportive physical settings and arranging meetings that promote overall goals. Based on such a focus, the Johanneberg, Lindholmen and Sahlgrenska science parks are to expand their role and enable productive encounters and activities in an unrestricted innovation environment. Aware, mature leadership and committed, professional employees are required if Chalmers culture and working methods are to change. The effort to promote leadership and employee commitment in combination with culture, work environment, gender equality and diversity will continue to receive top priority over the next few years. Performance reviews are essential to cultivating a nurturing, effective work environment and are integral to operational planning. The Page 15 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

18 wherewithal must be provided to ensure professional leadership through training, support resources and space. Outstanding internal environment I1. Leadership Chalmers managers and leaders at all levels have sufficient resources, capabilities and training to exercise professional leadership that promotes gender equality. I2. Operational support Operational support is suitable both centrally and locally, and it is cost-effective. Key Performance Indicators 12 : I1 Percentage of Chalmers organisational units at which the number of employees for whom the manager is responsible is 10 and 30. Key Performance Indicators: I2 Indirect costs as a percentage of total costs for the year in question in relation to the percentage of indirect costs in The areas of advance provide added-value to an outstanding internal environment by: Contributing to the creation of a common Chalmers with attractive environments for education, research and utilisation. Developing networking leadership. Giving researchers better opportunities to lead and collaborate at a number of levels. 12 Definitions and descriptions of key performance indicators are set out in the appendix at the end of the document. Page 16 Priority Operational Development , ref. no. C2013/0839. Document approved by the President 10/06/2013.

19 Appendix to Priority Operational Development Ref. no. C KEY PERFORMANCE INDICATORS FOR CHALMERS INTERIM GOALS Definitions and Descriptions Appendix, page 1 Priority Operational Development , ref. no. C2013/0830. Document approved by President 10/06/2013.

20 Introduction This compilation and description of the key performance indicators (KPI) in Priority Operational Development is intended as an aid to departments, areas of advance and disciplinary domains in the effort to achieve the interim goals that the Chalmers management group prioritises. Apart from a few minor adjustments to the definitions and formulations, these key performance indicators are otherwise the same as for POD The key performance indicators are intentionally rather few in number and are focused on quantifying areas in which Chalmers needs to improve if it is to meet the goals it has set. Thus, the key performance indicators do not cover all of the goals, and important areas that are currently successful, such as doctoral programmes, do not have any key performance indicators. The key performance indicators are measured at different levels, and it is not always easy for a department, for example, to understand how it can contribute to KPIs that are not measured at department level. Nevertheless, the interim goals are more important than the key performance indicators. Maintaining such a focus should enable each unit to see how it can make a contribution. Not only will Chalmers be in a better position to reach the goals as a result, but the key performance indicators will probably improve as well. Departments can set their own key performance indicators to quantify important steps in their own actions plans, the purpose of which is that Chalmers as a whole achieve the specified interim goals for education, research, innovation and internal environment. A number of key performance indicators have been measured for 2012, and their values are reported at the following address: The Department of Planning, Analysis and Finance is responsible for the publication of key performance indicators. Online data is updated on an on-going basis as new measurements are performed. POD contains the following key performance indicators: U1:1 Percentage of Chalmers programmes that are scored as having very high quality in the evaluation by the Swedish National Agency for Higher Education. U1:2 Percentage of students who are still at Chalmers after one year of studies and the percentage of them who have earned at least 45 higher education credits. U2:1 Percentage of international students enrolled in courses that are part of Chalmers s Master s programmes. U2:2 Number of first choice applicants to Chalmers programmes per site. F1 F2 N1 N2 I1 I2 Percentage of men appointed to all positions that require a PhD (Note: the key performance indicator is broken down and presented for each professional category). Chalmers field normalised citation score. Number of long-term collaboration agreements with external parties that include skills maintenance in first-cycle and doctoral programmes, research and research-oriented development. Number of intellectual assets transferred to parties for commercial or other utilisation. Percentage of Chalmers s organisational units at which the number of employees for whom the manager is responsible is 10 and 30. Chalmers indirect costs as a percentage of total costs for the year in question in relation to the percentage of indirect costs in Appendix, page 2 Priority Operational Development , ref. no. C2013/0830. Document approved by President 10/06/2013.