Strategic process, high-priority choices, goals and indicatorsShow/Hide content

We describe here the strategy map, plan of operations, high-priority choices and indicators, all of which constitute important instruments in the process of setting LiU’s strategy and planning.

Strategic processShow/Hide content

Linköping University - strategy map

The Linköping University strategy map indicates the overall objectives for the university’s core activities: research, education and collaboration/utilisation. These objectives are:

  • To produce and disseminate research findings with international impact
  • To attract promising students at all levels and produce sought-after graduates for a sustainable society in a changing world
  • To contribute to knowledge-based social development.

 

The strategy map also describes a number of outcome images to achieve the overall vision of the university. These are:

  • “Attractive academic environments”
  • “A good workplace with engaging and responsible leadership and employeeship”
  • “Bold, strategic recruitment”
  • “Professional and appropriately designed internal support services”
  • “The ability to generate, prioritise and reallocate resources”.

Strategy map

The strategy map indicates the overall objectives for LiU’s core activities: research, education and collaboration/utilisation.

The strategy map also describes a number of core values that function as guides and signposts in the day-to-day operations. These core values are “innovation”, “boundary spanning”, “results focus” and “competitive awareness”.

In addition, the map defines some of the fundamental conditions required to achieve the overall vision of the university and the ambitious objectives of the core activities.


The strategic process

Planning at LiU takes its starting point in the vision and objectives that have been adopted, illustrated in the LiU strategy map. Dialogues in several forms constitute an important component as the basis for an internal and external analysis, followed by the formulation of opportunities and challenges. This process, in turn, constitutes the basis for defining high-priority choices. Based on these preconditions, all faculties, departments and other units are expected to draw up plans of action and the associated budgets, and to identify and evaluate risks that may prevent the goals being achieved.
Continuous follow-up of planning and budget, expressed in the plans of action drawn up by the units, takes place during the annual departmental dialogues with the vice-chancellor, and through tertial reports to the university management.
In any particular calendar year, LiU is in three phases in parallel: planning, execution, and follow-up. This is because the university is planning the coming two years and the two years that follow them, while it is carrying out the plan drawn up during the previous year, and following up the operations not only of the current year but also of previous years.
The details for any particular year are made clear in the LiU annual calendar, the components of which are described in more detail in the university’s plan of operations. Here, we distinguish between two fundamental types of activity: dialogues (light blue boxes) and products/policy documents (blue boxes). The components are placed in the annual calendar based on the time of year at which they are carried out. They may, however, be associated with different planning periods. The process of each new planning period starts with the vice-chancellor’s strategy dialogues, held in the autumn.
Quality assurance is a fundamental component of the work with strategy, and forms the basis for departmental dialogues held early in the year.

The LiU annual calendar

Work with strategy and planning at LiU is based on a three-year cycle. Each year, operations are planned for the coming three years; the operations that were planned the preceding year are carried out; and the activities of the preceding year are followed up.
In a given planning period, the process starts with the vice-chancellor’s strategy dialogues and external analysis with the University Board in the autumn, just over one year before the start of the first year of the planning period. Before the turn of the year, a risk analysis for LiU operations is published, and the annual report of the quality follow-up process. The evaluation of risks and the follow-up of quality assurance are both fundamental components of the work with the university’s strategy. Early in the year, the vice-chancellor carries out dialogues with the departments, before a proposal for high-priority choices is presented at the beginning of March. The current high-priority choices are examined and exposed to competition from other choices each year, based on other requirements set by focus areas. It may also be necessary to modify the high-priority choices. Proposals for commissions are drawn up after the suggestion for high-priority choices has been determined. Commissions are designed based on the needs that have become apparent during the analysis, or in order to carry out activities to reach the outcome images that are described as part of the high-priority choices.
A strategy dialogue with the University Board is subsequently carried out in April, in preparation for approval of the plan of operations and budget in June. Based on this approval, planning and budget work for plans of action are carried out in the departments and faculties during the autumn, to be completed by the start of December. The plans of action are to describe the activities of operational units in order to reach the outcome images laid down in the high-priority choices.

Tertial reports are to be presented in April and August of the current year. These are to focus mainly on deviations from the plan in the development of operations or economy. During January and February of the subsequent year, work on the annual report is carried out. This is to result in the annual report, which, together with the budget-support information passed to the government, is to be presented to the University Board at its meeting in February.

Follow-up of the commissions defined by the plan of operations is carried out after each year.

Plan of operations

Cover LiU plan of operations 2022Cover LiU plan of operations 2022The LiU plan of operations is to define directions of work during the coming three-year period. It presents also the more long-term work with setting priorities for the development of the university in the medium and long terms.

Linköping University is facing many challenges in both the near future and with a longer time perspective. Some of our most important questions are how to stimulate high quality in research, enhance our ability to attract external research funding, continue our successful collaboration with the society around us, and increase our power of attraction for new students applying to higher education. Another important question is how LiU is to participate in the major change to take place within higher education in the coming years.

The Government’s Research and Innovation Bill 2021-2024 entails only a modest increase in funds for research for LiU, and we will thus continue to depend heavily on external research grants. We must also make important internal prioritisation decisions that create the long-term conditions required to conduct high-quality research. The ongoing strategy dialogues will result in an important policy document. It concerns, among other things, joint forms of organising and financing important infrastructure, and how to develop our forms of employment to create the conditions necessary to retain critical co-workers and to recruit those with expertise that can contribute to moving our university in a positive direction.

High-priority choicesShow/Hide content

The high-priority choices made by LiU provide unambiguous encouragement to everyone in the organisation to contribute, with their unique ability and position, to the university achieving its objectives. Parallel to the activities that are created at the various operational units, which are presented in documents at different levels, many common long-term initiatives are being put in motion at a central level.

Muster our forces to meet the digital transformation

The priority area relating to mustering LiU's forces to meet the digital transformation is based on the following outcome images:

  • The learning outcomes of LiU’s education are based on sustainable knowledge and skills that include the long-term digital transformation occurring in professional life and in society in general.
  • LiU nurtures the development of expertise that is now under way as a result of the corona pandemic, by conducting and making available education and research with the aid of digital tools and support systems.
  • LiU’s teachers are well-equipped to manage digital tools and various forms of e-learning in their teaching, and reflect around the effects of digitalisation on professional life and society in general.
  • LiU is to be prepared to meet the justified demands of society and research for openness and accessibility to not only research results but also useful and searchable research data.

 

Develop LiU’s work with lifelong learning

The priority area relating to developing LiU's work with lifelong learning is based on the following outcome images:

  • Lifelong learning is a strong, attractive and high-profile part of the education offered by LiU and is carried out in close interaction with relevant societal bodies.
  • LiU offers continued and further education that is characterised by a flexible extent and starting points, and by availability with respect to schedule and location to meet the expectations of the target groups.
  • Collaboration between faculties and departments contribute to LiU’s initiatives in lifelong learning and broader recruitment.

 

Increase the utilisation of LiU’s knowledge assets

The priority area relating to increasing the transfer of LiU’s knowledge assets is based on the following outcome images:

  • Collaboration and utilisation are integrated components of LiU’s quality assurance system for research and education.
  • LiU’s research reaches a broad audience and makes an impact in societal debate. Successful examples of utilisation and impact are documented and information about them disseminated
  • A proactive collaboration with the aim of increasing the utilisation of LiU’s knowledge creates new pathways of collaborative production in which the knowledge created comes to practical use.
  • Management systems, structures of gaining merit and incentives, at both organisational and individual levels, that stimulate and reward successful work with collaboration will be implemented.

 

Intensify work with sustainable development

The priority relating to intensifying work with sustainable development is based on the following outcome images:

  • LiU’s proactive work with sustainability has an effect in society, and stimulates societal transition both in Sweden and abroad.
  • Students and doctoral students who graduate from LiU have knowledge, ability and a mindset that enables them to contribute to sustainable development.
  • Relevant learning outcomes with respect to sustainable development are integrated in a manner that ensures progression in the education offered by LiU, and that is systematically followed up as a part of LiU’s quality assurance.
  • Increased external funding of research and collaboration around regional and national societal challenges, with a documented impact on sustainable development.
  • Increased knowledge about how the operations at LiU can reduce the direct and indirect impact on the climate and influence other aspects of sustainable development.

Objectives and indicatorsShow/Hide content

Objectives and indicators for three areas are described below: education at basic and advanced levels, research and research education, and collaboration/utilisation. The objectives and indicators are illustrated in the LiU strategy map.

Education – objective and indicators

The strategic objective adopted by LiU for education at basic and advanced levels is to:

Attract promising students at all levels and produce sought-after graduates for a sustainable society in a changing world.

This is to be achieved by the university “advancing our profile as a campus-based and programme-based university with innovative, challenging and student-inclusive programmes.” The university is also to continue the development of digital resources for learning.

The following two indicators and quantitative targets have been set by the University Board:

  • Establishment in the labour market, for which the target value is that the comparative index of LiU is to be among the top three institutions of higher education in the UKÄ reports for establishment in the labour market.
  • Fraction of national applicants who put LiU as their first choice of educational programme (autumn term), for which the target value is that this should be at least 5.50%.

Research – objective and indicators

The strategic objective adopted by LiU for research is to:

Produce and disseminate research findings with international impact.

This is to be achieved by the university “strengthening and developing internationally vigorous research environments that also take responsibility for education and collaboration.”

The following two indicators and quantitative targets have been set by the University Board:

  • Field-normalised citation index, for which the target is minimum 1.15.
  • Fraction of external research grants from the Swedish Research Council, for which the target is at least a mean value of 7% for the most recent three years.

 

Collaboration and utilisation – objective and indicators

The strategic objective adopted by Linköping for collaboration is to:

Contribute to knowledge-based social development.

This is to be achieved by the university “advancing and strengthening collaboration with the surrounding society.”

The following two indicators and quantitative targets have been set by the University Board:

  • External grants: the measure for which is LiU’s fraction of the external grants from the EU framework programmes (excluding the European Research Council, ERC) and from Vinnova granted to Swedish institutions of higher education. The target value in each case is 8%.
  • Personnel mobility: the indicators for which are the fraction of adjunct teaching positions, for which the target is 10%, and the fraction of doctoral students employed by external bodies, for which the target is approximately 20%.

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