Beiträge zur Hochschulforschung - European University Association

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36 Thomas Estermann, Enora Bennetot Pruvot fore extend donations. The media also contributed to publicising the fundraising campaign. The strategy brought unprecedented funding for investments for R&D and infrastruc- ture obtained from alumni and other resources (industry, additional state funds). 7.2.4 Trinity College Dublin The College has a fair degree of diversification but is according to the institution’s own feeling still too dependent on inflexible state funding, which is allocated on a yearly basis. The abolition of tuition fees for undergraduate students has increased this inflex- ibility and is seen as a reduction in the College’s financial autonomy. The institution has also been affected in multiple ways by the economic crisis. Severe reductions in public funding within the last years are accompanied by a decrease in trust from the funders towards universities. As a consequence, the degree of autonomy has dimin- ished on various aspects and accountability measures have grown disporportionately. The introduced “Employment control framework” through which universities need to get permission from the state authorities to hire staff particularly hinders the institutions’ autonomy. Staffing autonomy is perceived as low because of a lack of options to create incentives to attract high level staff and reallocate people or change their duties. All of this also impacts on the implementation of a diversification strategy. In the last years, Trinity College has step up its internal mechanisms to diversify income. More financial autonomy for faculties, and a higher percentage of generated income from diversification activities that goes to the faculties, are two measures that have helped in increasing level of diversification activities. The institution also has a sophis- ticated strategy to generate income through its estates activities. It includes leverag- ing the value of its facilities and sites through strategic cooperation with developers, combining their know-how with the College’s purchasing power and good rating to provide good funding conditions. The change from financial management being a “compliance function” to an “enabler function” has generally had a high impact on the College’s implementation of diversification. In recent years, it took a strong proactive approach in bringing forward new initiatives of diversification. The finance function has played an important role in three activities related to diversification: new income generation, cost management and treasury management by placing cash in strategic investment. Beiträge zur Hochschulforschung, 33. Jahrgang, 2/2011
8 Conclusions and recommendations Overview of the study The study revealed that many universities in Europe have already diversified their income structure to some degree. The collected data showed that additional funding sources such as contracts with the business sector or indeed philanthropic funding represent a higher percentage of a university’s income structure than commonly as- sumed. Although the extent to which the income structure is diversified varies widely across institutions, there is evidence that income diversification is not the prerogative of a few countries. However, the regulatory framework in which universities operate does have an important influence on their ability to diversify income. Public authorities play a key role in supporting income diversification by providing the right framework conditions, removing barriers and setting incentives. Granting ex- tended autonomy to universities is an essential step forward in this context. The findings show that financial and staffing autonomy especially foster diversification. The ability to generate additional funding streams requires flexibility and autonomy for universities to manage their organisational structure, their finances and staff. How- ever, this only creates the background against which public authorities need to provide additional support. Universities, in turn, need to integrate income diversification in their institutional strategy. That involves applying a proactive approach in diversification and identifying opportunities; incorporating partnerships with broader implications across the whole institution; and engaging the academic community in the diversification strategy and its actions. Universities, supported by public authorities, must invest in people to improve further capacities and competences to engage in income diversification. This is conditional on the establishment of strong leadership and management. Universities can also design internal incentives to foster the involvement of faculties and staff in income diversification, in particular via favourable resource allocation models. Finally, smart interaction with external stakeholders is crucial, through enhancing the awareness that the university is creating value for external stakeholders and identify areas of mutual benefit with local and regional partners. All actors – whether public authorities, private funders, EU institutions and universities – have to foster a culture of trust, through which it becomes possible to work to- gether towards the improvement of the legal and funding frameworks in which higher education institutions operate, with a view to enhance the sustainability and efficiency of the system in the long term. Beiträge zur Hochschulforschung, 33. Jahrgang, 2/2011 37
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Page 4 and 5: Impressum Beiträge zur Hochschulfo
Page 6 and 7: 2 Orientation, themes and target au
Page 8 and 9: 4 Editorial Obwohl Hochschulen als
Page 10 and 11: 6 We would like to warmly thank the
Page 12 and 13: 8 Abstracts Partnerschaften und die
Page 14 and 15: 10 Abstracts Mark Lammerts: Challen
Page 16 and 17: 12 Jean-Marc Rapp An introduction t
Page 18 and 19: 14 Jean-Marc Rapp long-term financi
Page 20 and 21: 16 Jean-Marc Rapp The European Unio
Page 22 and 23: 18 Thomas Estermann, Enora Bennetot
Page 44 and 45: 40 Nigel Thrift Income diversificat
Page 46 and 47: 42 Nigel Thrift that, on average in
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Page 50 and 51: 46 Nigel Thrift South Africa and Ta
Page 52 and 53: 48 Mark Lammerts Challenges of univ
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Page 60 and 61: 56 Mark Lammerts When talking to me
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86 Thomas Estermann, Monika Steinel
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92 Bibliography Bibliography Aartse
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