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ORGANISATION AND MANAGEMENT
OF MEDICAL SCHOOLS:
A SURVEY OF TEN U.K. UNIVERSITIES
August 2012
Report prepared by
Professor David Wynford-Thomas, Pro-Vice Chancellor and Dean of Medicine, University of
Leicester
With the collaboration of
Professor Paul Stewart, University of Birmingham
Professor Peter Mathieson, University of Bristol
Professor Paul Morgan, Cardiff University
Professor David Cottrell, University of Leeds
Professor Ian Greer, University of Liverpool
Professor Chris Day, University of Newcastle
Professor Ian Hall, University of Nottingham
Professor Tony Weetman, University of Sheffield
Professor Iain Cameron, University of Southampton
INTRODUCTION
From being at one time some of the most stable organisations in the country, UK universities (and
their medical schools) have over the last few decades been undergoing change at an ever-increasing
pace. Many of the drivers have of course been external– notably successive research assessment
exercises (RAEs) and the introduction of student fees. Increasingly, though, internal competition
within the sector has also become a major factor, as universities fight for league table rankings in the
struggle to attract the best students and staff.
Of course adaptive change can be beneficial, and indeed often essential, for survival. There is,
however, a down-side if change is reactive as opposed to planned. The last few RAEs provide a good
example of how relatively arbitrary decisions by an external body - in this case the way in which
research areas were grouped into Units of Assessment (UoAs) - led some biomedical faculties to
restructure along the same lines, only to find that the rules had changed again (or even reverted !)
by the next assessment exercise. The internal market can also trigger such “knee-jerk” responses as
when an unexpected fall in the league table ranking leads a university to believe that “restructuring
must be the answer”.
Change therefore has a tendency to become self-perpetuating and infectious – which might not
matter if it did not also incur massive costs, both in time, money and, not least, staff morale. There is
a need therefore to take a more scientific approach to evaluating the need for change and
determining the most cost-effective models of organisation, if this potentially endless spiral is to be
kept in check.
This report is an initial step towards this goal, focussing specifically on Medical Schools. It is
essentially a descriptive cross-sectional study, comparing and contrasting the current organisational
structure and modus operandi of a sample of provincial medical faculties and their host universities.
It is intended to lay the foundations for subsequent work which will analyse the rationale behind the
choice of models and their subsequent effectiveness.
METHODS
Ten provincial universities with medical schools from across England and Wales were chosen to
represent as homogeneous a group as possible with respect to potential confounding factors such as
size and history (hence excluding for example the “new” Medical Schools, as well as Oxford and
Cambridge). These institutions are: Birmingham, Bristol, Cardiff, Leeds, Leicester, Liverpool,
Newcastle, Nottingham, Sheffield, and Southampton.
Information on organisational structure was initially gathered by searching sources in the public
domain - including university and faculty/school web sites, and annual reports. Draft organograms
were then sent for comment and correction to Heads of Medical Schools/Faculties and/or their
Senior Administrators.
Since structure does not always allow accurate prediction of function (which was ultimately the
purpose of this survey), we next sought information on policies and processes (particularly relating
to strategic decision making and resource management) by means of a structured questionnaire
sent to the above staff (reproduced in Appendix C).
RESULTS AND DISCUSSION
The organograms in Appendices A and B set out the organisational structures pertaining at the time
of writing in the ten universities included in this survey. Appendices A describe the structural units
while B shows the corresponding senior staff posts and their reporting lines. Based on this data and
the responses to questionnaires, we have compared and contrasted the institutions with respect to
the following features: 1) internal structure and function of the Medical School; 2) its organisational
relationship with the wider university; 3) strategic planning and resource management.
1. Internal structure and function of Medical Schools: relationship between Teaching and
Research
The traditional model which operated in most schools until the late 20th century was for
departments to be based around the major clinical specialties (the “-ologies”), with each responsible
for all aspects of teaching (as well as research) in its own field. Overall co-ordination of teaching was
achieved through a Board/Committee structure, with administrative support from a “Medical School
Office” (often seen by students as the core of the “Med School”). Major external pressures affecting
both teaching and research over the last two decades have now led all schools to move away from
this model to a greater or lesser extent.
One of these external drivers has undoubtedly been the UK Research Assessment Exercises. These
have forced Medical Schools to focus their research on ever more specific areas in order to achieve
the critical mass needed for international excellence (indeed the RAE was originally termed the
Research Selectivity Exercise). A key consequence has been that only the very largest institutions
could attempt to maintain research excellence across all the traditional clinical specialties. Hence
nearly all institutions have instead created units (“Schools” or “Departments”) based on research-led
groupings. In some cases (eg Nottingham) these resemble the units of assessment of RAE2001 i.e.
Laboratory, Clinical and Community-based research. In most cases, however, they represent cross-
cutting research themes such as “Cancer Studies” or “Infection & Immunity”, resembling more
closely the Units of Assessment of RAE2008 (and in some cases, eg Leicester, mapping exactly to
these – see Box 1).
In parallel with (and in part probably due to) the above, an equally significant change has occurred in
the organisation of undergraduate medical teaching in most schools, with a move towards much
greater centralisation. Following the lead of universities such as Newcastle, most have now
established dedicated units responsible for some or all aspects of the organisation and management
of the MBBCh, including the coordination of delivery of the curriculum, assessments and quality
assurance (Table 1). In many cases (such as Leicester, Liverpool and Leeds), these units have the
status of full departments, equal to their research-based counterparts described above (see Box 1),
although terminology varies (an increasingly common variant being Research “Institutes” and
Teaching “Schools”). One obvious advantage of this model is that the existence of a specialist
teaching department should strengthen the management and organisation of the MB BCh
programme and gives a clear identity and visibility to the unit (and staff) responsible.
One driver for this model has undoubtedly been the increasing “professionalization” of medical
education over the last two decades, resulting of course from external changes (led by the GMC) but
also from an increasing awareness of the importance of pedagogic principles by medical schools
themselves.
An additional, more indirect driver, however, has probably been the parallel change to research
theme based departments described above, since one (unwanted) consequence of the increase in
research selectivity resulting from this has been that, in any given School, some of the traditional
clinical specialties will no longer be included in the research portfolio and hence may not have
clinical academics associated with them. This creates an inherent risk of gaps in the coverage of the
curriculum which can only be filled by “commissioning” the relevant teaching from NHS partners.
The presence of a “professional” Teaching department with responsibility for overall coordination of
teaching is clearly valuable in managing such scenarios.
Not surprisingly, therefore, the majority of universities in this survey have now established
Departments/Units of Medical Education (exceptions include Bristol and Birmingham and until very
recently, Cardiff). Indeed the popularity of the model is underscored by the current demand for
leaders of such units -usually designated “Directors of Medical Education”; at the time of writing
there were no fewer than four national advertisements for such posts !
The evolution towards R-led departments plus a dedicated T department is well illustrated by Cardiff
- which was one of the last in our survey to adopt this model (see Box 2).
While the split “R + T” model is an understandable response to external drivers, it has led to some
unwanted effects, resulting from the quasi-disappearance of at least some traditional clinical
academic specialties in most schools. This is sometimes ad hoc, determined by the historical
distribution of research strengths (for example, orthopaedics and dermatology are no longer
represented in Leicester). Some “–ologies” however have been more universally disadvantaged,
notably pathology and radiology. While the negative effect on undergraduate education can and has
been mitigated by Medical Education Departments commissioning provision from the NHS, this does
not apply to post-graduate training, where the absence of visible clinical academics undoubtedly
deters would-be academic trainees in these specialties. This is particularly relevant to the ACF/ACL
programme where opportunities in any given school are potentially more restricted than would have
been the case in the traditional specialty-based model. (Interestingly, Newcastle has addressed this
issue by establishing a Clinical Academic Office led by a “Dean of Clinical Medicine”)
BOX 1 The split “R and T” model of Medical School organisation: Leicester as an example
This increasingly common organisational model consists of predominantly Research-based
departments together with a separate dedicated Teaching department. In this example, the R-based
departments (created by a major reorganisation in 2004) are based clearly on the Units of
Assessment of RAE2008. Prior to this there were no fewer than 32 departments representing all
clinical specialties (and sub-specialties) !
Research* Teaching
RAE2008: UoA1 UoA2 UoA3 UoA6, 7, 8
*note that some MB BCh delivery is still provided by these departments but all the organisation and
management of the course (including “commissioning” from NHS partners) is carried out by the Department of
Medical Education.
Table 1 Patterns of internal organisation in ten Medical Schools
[NB does not include units in other faculties/schools eg bioscience]
University Pattern of organisation
Split R plus T models with dedicated unit for MBBCh
curriculum delivery and management (see Box 1):- Leeds 3 R institutes plus 1 T institute
Leicester 4 R departments plus 1 T department
Liverpool 5 R institutes plus 1 T institute Sheffield 5 R departments plus 1 T academic unit
Cardiff (since 2011) 6 R institutes plus 1 T institute
Nottingham 4 R Schools plus 1 Medical Education Unit Southampton 4 R-based Academic Units plus 1 T Unit
Models with “Board of Studies / Committee” model for MBBCh management:-
Newcastle 7 R-based Institutes * Birmingham 4 R-based Schools, no dedicated T School
Bristol 2 R/T Schools
*The Medical Education “unit” in this case is not primarily responsible for running the MB programme, but contribute inter
alia to development (of the curriculum, learning environments etc), evaluation and pedagogic research
Cancer
Studies &
Molecular
Medicine
Cardio-
vascular
Sciences
Infection,
Immunity &
Inflammation
Health
Sciences (Primary care,
Public Health etc)
etc
Medical &
Social Care
Education
BOX 2 Evolution of Medical School organisation: the Cardiff example
In 2004, Cardiff Medical School contained no fewer than 25 departments of widely varying size, each
with its own academic leadership and administrative support. Delivery of the MB teaching was
distributed across departments, with coordination and management of the course being carried out
largely by Boards and Committees. Through a process of merger of cognate departments, their
number was progressively reduced eventually reaching 9 roughly equally-sized departments by
2008. At the same time there was a firming up and centralisation of the management of the MB BCh
course, culminating in the establishment of a Medical Education Unit. During this time, research was
organised through a series of cross-departmental “Interdisciplinary Research Groups” (many
corresponding to the UoAs of RAE2008). In 2011, however, the clinical specialty-based model was
finally abandoned in favour of the R + T model, with the creation of 6 Research Institutes plus 1
Teaching Institute responsible for managing all aspects of the MB BCh programme.
2004: 25 departments based on clinical specialties
2008: 9 departments based on groups of cognate specialties
2011: 6 Research Institutes + 1 Teaching Institute
Cancer &
Genetics
Infection
&
Immunity
Molecular &
Experimental
Medicine
Psychological
Medicine &
Clinical
Neuroscience
Primary
Care &
Public
Health
Institute of
Medical
Education
Gen
etic
s
Path
olo
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Hae
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Med
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Bio
chem
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Mic
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On
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Phar
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Ra
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Med
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Ph
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Ob
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& G
ynae
colo
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An
aest
het
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Surg
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Car
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logy
Re
spir
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ediic
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Rh
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logy
End
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ino
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Nep
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Ger
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ine
Der
mat
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Wo
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Ch
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Gen
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Epid
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Psyc
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Gen
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ath
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& H
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Med
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Bio
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Mic
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On
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mac
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Surg
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Ob
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An
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Med
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Der
mat
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Wo
un
d H
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ild H
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Psyc
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e &
Neu
rolo
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Prim
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Car
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Pub
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Translation,
Innovation,
Methodologies
& Engagement +
2. Location of the “Medical School” within the wider University structure: organisational
relationship with other disciplines
Nearly all universities in the survey have now adopted a “divisionalised” organisational structure,
based on a relatively small number of multi-departmental “Faculties” or “Colleges”. Particularly in
those which have re-organised more recently (where the term “College” is the norm), this is
associated with devolution of budgetary control and other management functions (see Section 3 for
further discussion). The notable exception to this pattern is Cardiff University, which has retained a
“flat” structure of 26 separate Schools with no higher-level unit of organisation (and is hence treated
separately in some of the analysis below).
The overall organisational pattern of 9 out of the 10 HEIs in this survey is therefore broadly similar,
with Medicine forming a large part of one Faculty/College, typically bearing a title such as “Medicine
& Health”. There are nevertheless subtle differences in the internal composition of such
Faculties/Colleges (Table 2a), which have a potentially significant “functional” impact.
Dentistry and Professions Allied to Medicine (PAMs)
One common feature of Medical Faculties/Colleges is that where the university also has
Departments/Schools of Dentistry and/or PAMs eg nursing or physiotherapy (which is true of all
except Leicester in this survey), these are nearly always co-located with Medicine. The one exception
is Southampton, which is unusual in having Medicine as a “single-discipline” Faculty, with PAMs in a
separate “Faculty of Health Sciences”.
Biological Sciences
In contrast to the above, another discipline closely linked to Medicine – Biological Sciences – is more
often than not separated off into a different Faculty/College, usually with Chemistry and the Physical
Sciences. This is the case in five universities in this survey (Table 2a). Only in two institutions
(Leicester and Liverpool) is Biological Sciences wholly grouped with Medicine. In the remaining two
(Nottingham and Newcastle) there is a split, with the more bio-medical (cell/molecular) areas of
Biological Sciences co-located with Medicine, while the ecology/plant sciences component is located
in a Faculty of Science.
The latter observation reflects the inherently dual-facing nature of Biological Sciences in most
universities (i.e. medical vs non-medical) which is potentially one factor explaining why the choice of
“partner” discipline and Faculty “home” for Biological Sciences is not as straightforward as with
Dentistry and PAMs. However, as discussed below, there is a more pragmatic explanation, based
simply on the size and balance between Faculties/Colleges in a given university.
Table 2b shows that the number of Faculties/Colleges per university in this survey varies from three
(Liverpool and Newcastle) to eight (Southampton and Leeds). There is a clear (and statistically
significant) trend (Fig 1a) for Biological Sciences to be grouped with Medicine in those university
with the fewest (and hence relatively largest) Faculties, with a “tipping point” at n=5, above which all
universities have Biological Sciences in a different Faculty from Medicine. Furthermore, of the three
institutions having five Faculties, in the two which have Dentistry plus PAMs (Birmingham and
Sheffield) Biological Sciences is separated from Medicine, whereas in the university with only PAMs
(Nottingham), they are grouped together (Table 2b, Fig 1b).
Although the numbers are small (and too low for any formal “cluster analysis”) these observations
suggest that the co-location of Biological Sciences in the same Faculty as Medicine is dependent
largely on the capacity remaining in that Faculty once Dentistry and/or PAMs have been included
(the assumption being that these disciplines are given first priority since they have no logical
alternative Faculty “home”). Or, in other words, in universities with numerous, “small” Faculties,
adding Biological Sciences to Medicine (+/- Dentistry and PAMs) would create a Faculty whose size
would be disproportionately large in relation to the other Faculties.
This conclusion is indeed consistent with the historical accounts obtained from several institutions
contacted in this survey.
We have not attempted here to explore the reasons why the number (and hence relative capacity)
of Faculties varies so widely between universities in our survey. It would be interesting however to
explore the unintentional consequences this decision may have had on the effectiveness of
collaboration between Medicine and Biological Sciences, given the key importance of this synergy in
both biomedical research and teaching and the inevitably greater practical difficulty of working
across as opposed to within Faculties/Colleges.
Psychology
In contrast to the above disciplines, the organisational location of Psychology in universities in this
survey appeared to follow no logical pattern (Table 2a), being unrelated to either the number of
Faculties or the nature of their other component parts. Thus Psychology is grouped with Medicine in
four institutions - having numbers of Faculties/Colleges ranging from three (Liverpool) to eight
(Leeds). Conversely it is in a separate “Science” Faculty in five universities (and in Southampton in a
separate “Faculty of Social & Human Sciences”).
Table 2a Composition of Faculties/Colleges containing Medical Schools
HEI Disciplines co-located in “Medical” Faculty
Medicine Dentistry PAMs Biological Sciences
Psychology
Group 1: Biological Sciences co-located with Medicine
Liverpool X X X X X Leicester X X X
Newcastle X X X* X
Nottingham X X X*
Group 2: Biological Sciences in separate Faculty/College from Medicine
Sheffield x x x Birmingham x x x
Bristol x x
Leeds x x x X
Southampton x
Cardiff N/A (26 separate Schools)
Table 2b. Relationship between Faculty/College number and composition and the “location” of
Biological Sciences
HEI Number of Faculties/Colleges Dentistry (D) or PAMs (P) in HEI ?
Biological Sciences co-located with Medicine ?
Liverpool 3 D+P YES
Newcastle 3 D YES
Leicester 4 - YES Nottingham 5 P YES
Sheffield 5 D+P NO Birmingham 5 D+P NO
Bristol 6 D NO
Leeds 8 D+P NO Southampton 8 P NO
(Cardiff N/A (26 Schools) D+P NO)
Fig 1a. Relationship between number of Faculties/Colleges and location of Biological Sciences in
nine HEIs
There is a significant trend for Biological Sciences to be co-located with Medicine where Faculties are
fewer in number, and hence relatively larger in relation to the whole university
0
1
2
3
4
5
6
7
8
9
Nu
mb
er o
f C
olle
ges
/Fac
ult
ies
in H
EI
Group 1: Biological Sciences in
SAME Faculty as Medicine
Group 2: Biological Sciences in SEPARATE faculty from Medicine
0.02<p<0.05
Fig 1b. Relationship between number of Faculties/Colleges, and presence of Dentistry +/- PAMs
on location of Biological Sciences
The overlap between Groups 1 and 2 in Fig 1a is “split out” according to the presence or absence of
both Dentistry (D) plus PAMs (P), improving discrimination between the groups (data from Table 2)
3. Role of the “Faculty of Medicine” in University leadership and management
In this section, we turn from “structure” to “function” and look at the role of the
“Faculty/College/School of Medicine” (and indeed the Dean or equivalent) in the development and
implementation of strategy in the ten universities surveyed, focussing in particular on the extent to
which strategic decision making and management of resources are devolved within the organisation.
3.1. Strategy (Table 3a)
In all ten medical faculties/colleges surveyed, there appears to be an acceptable degree of autonomy
in strategic decision-making in teaching and research, provided that local strategies broadly align
with central University strategy and policy. Such decisions might include for example the
introduction of a new MSc course or the prioritisation of a research area for investment. In no case
was there a feeling that such decisions were dictated by the “centre”.
However, there were variations in the exact level at which such local strategy is set. In five
universities, this was reported as being at the level of the “Medical” Faculty/College and in just two
at School/Department level. In the remaining three cases, there was a hybrid model with oversight
by the Faculty/College but extensive devolution to School/Department level.
0
1
2
3
4
5
6
7
8
9
Nu
mb
er o
f C
olle
ges
/Fac
ult
ies
in H
EI
Group 1: Biological
Sciences in SAME Faculty
as Medicine
Group 2: Biological Sciences in SEPARATE faculty from Medicine
NIL D or P D + P
Moreover, there were also significant differences between universities regarding the “upward”
influence of the Medical School/Faculty on central university strategy and policy. In five cases, there
is direct representation of the Medical School through the Dean (or equivalent) being a Pro-Vice
Chancellor and a full member of the University’s Senior Management Team. In the other five
however, the link is much more indirect, usually through a “functional” PVC (eg PVC Research or PVC
Teaching) who is given responsibility for the Medical / Bioscience faculties/colleges without
necessarily having any professional background in these fields. Historically, this used to be the
predominant model in most of the universities surveyed, and perhaps not surprisingly, where
respondents had experienced the switch to the newer “direct representation” model, this was
perceived as a major advance from a Medical School perspective.
Table 3a. Factors affecting development of Strategy in Faculties/Colleges/Schools of Medicine
HEI To what level is strategic decision-making affecting the Medical School devolved ?
What is the upward link between the Medical School and central University decision-making bodies?
College/Faculty School/Dept Direct, via presence of Dean (or equivalent) on University Senior
Management Team
Indirect, e.g. via a
“non-medical” PVC
Birmingham + + +*
Bristol + +
Cardiff n/a + +
Leeds + + Leicester + +
Liverpool + +
Newcastle + + Nottingham + + +
Sheffield + + +
Southampton + +
TOTAL 5 5 5 5
*via non-medical Head of College Arrows indicate further devolution within Faculty/College. TOTALS relate to lowest level of devolution
3.2. Resources (Table 3b)
Budget setting
In the majority of Faculties/Schools in this survey, annual budgets are now determined on a
formulaic basis, linked to Teaching and/or Research activity, i.e. a Resource Allocation Model (RAM).
Only one institution (Liverpool) reported retaining fully the traditional model in which budgets had a
“historical” basis, adjusted by an annual “bidding” process managed by the University centrally. One
university (Bristol) was in the process of moving from this older model to a RAM and another
(Birmingham) operated a “hybrid” model.
Devolution of budgetary control
There was considerable variation between institutions in the level at which budgets (once set) are
managed (Table 3b). Non-staff budgets were, in all but three cases, devolved down to
School/Department level. In contrast, staff budgets were more often controlled at Faculty/College
level. In four cases, control was entirely at this level; in another three, there was some further
devolution to School/Department level. In only three was there full devolution to this level (and in
one of these – Cardiff – this was inevitable due to the absence of Faculties/Colleges). Notably, in
many cases, irrespective of the above, Professorial posts are considered an exception, requiring
authorisation at University level.
Table 3b. Resource management in Faculties/Colleges/Schools of Medicine
HEI To what level are budgets devolved ? How are budgets set ?
Staff Non-staff Historical basis
Formula (RAM) College/
Faculty School/
Dept College/ Faculty
School/ Dept
Bham + + + + +/- +/- Bristol +/-* + +***
Cdiff n/a +** n/a + +
Leics + + + +
Leeds + + + + + Lpool + + +
Ncastle + + +
Nttham +** + + Sheff + + + + +
Stton + + +
TOTAL 3(4) 6 3 7 2(3) 7(8)
*University authorisation required for all posts **University authorisation required for Chairs ***Moving to Formula basis Arrows indicate further devolution within Faculty/College. TOTALS relate to lowest level of devolution (figures in brackets take account of “partial” status)
CONCLUSIONS
UK medical schools have been undergoing a period of “convergent evolution” over the past two
decades, as a result of which they now share many common features (or at least variations on a
common theme).
For example, most schools have adopted a model of internal organisation based on discrete
“research” and “teaching” units (although the exact remit of the T unit varies from full responsibility
for programme delivery to a more supportive role in development and educational research).
Likewise, most institutions now operate a devolved system of management and budget allocation
(though the exact “level” of control varies from Faculty/College to School/Department).
Nevertheless, there remain some major differences, in both form and function.
Apart from the single exception of Cardiff (which is itself now under review), in all institutions
Medicine forms part of a larger faculty or college. However, there is a major difference in the choice
of related disciplines, with roughly half of our sample grouping Biological Sciences in the same
faculty/college as Medicine and half not.
There is also a similar 50:50 split in relation to an important functional issue – the direct
representation (or not) of the medical school/faculty on the university senior management team.
Anecdotally, there is a strong preference for this newer model amongst Medical Schools, but with
potentially opposing views from an institutional perspective.
Clearly, the present cross-sectional survey does not allow an objective assessment of the relative
merits of any of the different models described here. It does, however, highlight major, persisting
differences between institutions whose potential functional impact, we believe, is of sufficient
magnitude to justify further work designed to enable such evaluation.
APPENDICES A1 to A10:
Organograms showing the structural organisation of each of the ten universities surveyed and the
position occupied by the units responsible for teaching and research in medicine and related
subjects (including in particular Biological Sciences)
(Note that only top-level information is shown for faculties/colleges not containing biomedical
schools or departments.)
KEY:
Principal units responsible for
organisation and management
of Medical Education
APPENDIX A1:
Organogram showing structural organisation and relevant sub-units: University of Bristol
University of Bristol
Faculty of Engineering
Faculty of Science
School of Biological Sciences
School of Experimental Psychology
School of Chemical & Geographical
Sciences
School of Earth Sciences
School of Mathematics
School of Physics
Faculty of Medicine & Dentistry
School of Oral & Dental Sciences
School of Social & Community
Meidcine
School of Clinical Sciences
Faculty of Medical & Veterinary Sciences
School of Biochemistry
School of Cellular & Molecular Medicine
School of Physiology & Pharmacology
School of Veterinary Science
Faculty of Social Science & Law
Faculty of Arts
Principal units responsible for
organisation and management
of Medical Education
Core of “The Medical
School” as seen by
undergraduates
Note: Split of “biomedical” schools
across THREE faculties
APPENDIX A2:
Organogram showing structural organisation and relevant sub-units: University of Birmingham
University of Birmingham
College of Arts & Law College of Engineering
& Physical Sciences
College of Life & Environmental
Sciences
School of Biosciences
School of Psychology
School of Geography, Earth &
Environmental Sciences
School of Sport & Exercise Sciences
College of Medical & Dental Sciences
School of Dentistry
School of Cancer Sciences
School of Immunity & Infection
School of Health & Population Sciences
School of Clinical & Experimental
Medicine
CVS & Respiratory Sciences
Endocrinology, Diabetes &
Metabolism
Neuropharmacology & Neurology
Reproduction, Genes & Development
Medical Science & Education
College of Social Sciences
Principal units responsible for
organisation and management of
Medical Education
APPENDIX A3:
Organogram showing structural organisation and relevant sub-units: University of Leeds
University of Leeds
Faculty of Business Faculty of Education
& Social Sciences Faculty of Biological
Sciences
School
of Undergraduate Studies
School of Graduate Studies
Systems Biology
Molecular Cell Biology
Integrative & Comparative Biology
Faculty of Medicine & Health
School of Dentistry
School of
Psychology
School of
Healthcare
School of
Medicine
Leeds Institute of Genetics, Health &
Therapeutics
Leeds Institute of Molecular Medicine
Leeds Institute of Health Sciences
Leeds Institute of Medical Education
Faculty of Maths & Physical Sciences
Faculty of Engineering Faculty of Performing
& Visual Arts Faculty of
Environment
Core of “The Medical School”
as seen by undergraduates
Principal units responsible for
organisation and management of
Medical Education
APPENDIX A4:
Organogram showing structural organisation and relevant sub-units: University of Leicester
University of Leicester
College of Science & Engineering
College of Medicine, Biological Sciences
& Psychology
Dept of Biochemistry
Dept of Genetics
Dept of Cell Physiology &
Pharmacology
Dept of Biology
Dept of Infection, Immunity
&Inflammation
Dept of Cardiovascular
Studies
Dept of Cancer Studies
Dept of Health Sciences
Dept of Medical & Social Care Education
School/Dept of Psychology
College of Social Sciences & Law
College of Arts & Humanties
Core of “The Medical School”
as seen by undergraduates
Principal unit(s)
responsible for
organisation and
management of
Medical Education
APPENDIX A5:
Organogram showing structural organisation and relevant sub-units: University of Liverpool
University of
Liverpool
Faculty of Science &
Engineering
Faculty of Health &
Life Sciences
Institute of Learning
& Teaching
School of Dentistry
School of Health
Sciences
Scholol of
Psychology
School of Veterinary
Science
School of Medicine
Institute of
Integrative Biology
Dept of Evolution
Ecology & Behaviour
Dept of Functional &
Comparative Genomics
Dept of Biochemistry
& Cell Biology
Dept of Structural &
Chemical Biology
Dept of Plant
Sciences
Institute of
Translational Medicine
Dept of Biostatistics
Dept of Cellular &
Molecular Physiology
Dept of Molecular &
Clinical Cancer
Medicine
Dept of Molecular &
Clinical Pharmacology
Dept of Women &
Children's Health
Institute of Infection
& Global Health
Dept of Infection
Biology
Dept of Clinical
Infection, Microbiology
& Immunology
Dept of Epidemiology
& Population Health
Institute of Ageing &
Chronic Disease
Dept of
Musculoskeletal
Biology
Dept of Eye & vision
Sciences
Dept of Obesity &
Endocrinology
Institute of
Psychology, Health &
Society
Dept of Health
Services Research
Dept of Health
Inequalities & Social
determinants of Health
Dept of Mental
Health & Well-being
Dept of Biological &
Developmental
Psychology
Dept of Risk, security
& Decision-making
Faculty of Humanities
& Social Sciences
Core of “The Medical School”
as seen by undergraduates Principal unit(s) responsible for
organisation and management of
Medical Education
APPENDIX A6:
Organogram showing structural organisation and relevant sub-units: University of Newcastle
University of Newcastle
Faculty of Humanities & Social Sciences
Faculty of Science, Agriculture & Engineering
School of Biology
School of Chemistry
School of Chemical Engineering
School of Civil engineering &
Geosciences
Schol of Mechanical & Systems
Engineering
School of Computing Science
School of Mathematics &
Statistics
School of Electrical Electronic &
Computer Engineering
School of Marine Scinece
School of Agiculture Food & Rural Development
Inst for Research on Sustainability
Digital Institute
Faculty of Medical Sciences
Inst for Cell & Molecular
Biosicences
Inst of Cellular Medicine
Inst of Genetic Medicine
Inst for Ageing & Health
Inst of Neuroscience
Nothern Inst for Cancer Research
Inst of Health & Society
School of Biomedical Sciences
School of Dental Sciences
School of Psychology
School of Medical Sciences Eduation
Development
Board of Medical Studies/Med student
Office
Units responsible for
organisation and
management of
Medical Education
Core of “The Medical
School” as seen by
undergraduates
Primarily
Research
Primarily
Teaching
APPENDIX A7:
Organogram showing structural organisation and relevant sub-units: University of Nottingham
University of Nottingham
Faculty of Engineering
Faculty of Science
School of Biosciences*
School of Pharmacy
School of Psychology
School of Chemistry
School of Mathematical
Sciences
School of Computer Science
School of Physics & Astronomy
Faculty of Medicine &
Health Sciences
School of Biology**
School of Biomedical
Sciences
School of Molecular
Medical Sciences
School of Community
Health Sciences
School of Clinical Sciences
Medical Education Unit
School of Nursing, Midwifery &
Physiotherapy
School of Veterinary Medicine
Faculty of Social Sciences
Faculty of Arts
Principal units
responsible for
organisation and
management of Medical
Education
Core of “The Medical
School” as seen by
undergraduates
*Mainly agriculture / crop sciences
**Mainly genetics
APPENDIX A8:
Organogram showing structural organisation and relevant sub-units: University of Sheffield
University of Sheffield
Faculty of Arts & Humanities
Faculty of Social Sciences
Faculty of Science
Dept of Biomedical Science
Dept of Mol Biol & Biotech
Dept of Animal & Plant Science
Dept of Psychology
Other Depts
Faculty of Medicine,
Dentistry & Health
School of Health & Related Research
(ScHARR)
Dept of Human Communication
Science
School of Dentistry
School of
Nursing
School of
Medicine
Dept of Oncology
Dept of Cardiovascular
Sciences
Dept of IInfection & Immunity
Dept of Human Metabolism
Dept of Neuroscience
Academic Unit of Medical Education
Faculty of Engineering
Core of “The Medical
School” as seen by
undergraduates
Principal units responsible for
organisation and management of
Medical Education
APPENDIX A9:
Organogram showing structural organisation and relevant sub-units: Cardiff University
Cardiff University
School of Welsh
School of English
School of European
Studies
School of Journalism
School of Music
School of History &
Archeology
School of Law
School of Business
School of Social
Sciences
School of City
Planning
School of Archi
tecture
School of Postgraduate Med &
Dental Education
School of Dentistry
School of Biosciences
School of Medicine
Institute of Molecular & Experimental Medicine
Institute of Public Health & Primary Care
Institute of Cancer & Genetics
Institute of Neuroscience & Mental Health
Institute of Infection and Immunity
Institute of Translation, Innovation, Methodologies &
Engagement
Institute of Medical Education
School of Nursing
School of Healthcare
Studies
School of Psychology
School of Cptometry
School of Chemistry
School of Physics &
Astronomy
School of Mathemati
cs
School of Computer Sciences
School of Engineerin
g
School of Earth
Studies
School of Lifelong Learning
Principal units responsible
for organisation and
management of Medical
Education
Core of “The Medical
School” as seen by
undergraduates
Note extreme “flat” structure with no
faculties or colleges
APPENDIX A10L:
Organogram showing structural organisation and relevant sub-units: University of Southampton
University of Southampton
Faculty of Business & Law
Faculty of Humanities Faculty of Social & Human Sciences
Faculty of Medicine
Cancer Sciences Academic Unit
Clinical & Experimental Sciences Academic Unit
Human Health & Development Academic
Unit
Primary Care & Population Sciences
Academic Unit
Medical Education Academic Unit
Faculty of Natural & Environmental Sciences
School of Chemistry
School of Ocean & Earth Sciences
National Oceonography Centre
School of
Biological Sciences
Cellular & Molecular Biosciences
Neuroscience
Ecology & EnvironmentI
Faculty of Health Sciences
Faculty of Engineering & the Environment
Faculty of Physical & Applied Sciences
Core of “The Medical
School” as seen by
undergraduates
Principal units
responsible for
organisation and
management of
Medical Education
APPENDICES B1 to B10
Organograms based on Appendices A, showing the principal academic posts and reporting lines in
the university, drilling down to the level of “Head of Department” or equivalent in the bio-medical
faculties/colleges
KEY:
Senior academics responsible for
Medical Education
Head/Dean of Medicine representing Medical
School externally e.g. on Medical Schools Council
University Senior Management
Team (University Executive Group)
[academic members only]
APPENDIX B1
Organogram showing principal reporting lines: University of Bristol
Vice-Chancellor
PVC Education
Dean, Faculty of Engineering
Dean, Faculty of Science
Head, School of Biological Sciences
Head, School of Experimental Psychology
Head, School of Chemistry &
Geographical Sciences
Head, School of Earth Sciences
Head, School of Mathematics
Head, School of Physics
Dean, Faculty of Medicine & Dentistry
Head, School of Oral & Dental Sciences
Head, School of Soical & Community Medicine
Head, School of Clinical Sciences
PVC Research & Enterprise
Dean, Faculty of Medical & Veterinary
Sciences
Head, School of Biochemistry
Head, School of Cellular & Molecular Medicine
Head, School of Physiology &
Pharmacology
Head, School of Veterinary Science
Dean, Faculty of Social Science & Law
Dean, Faculty of Arts
Deputy Vice-Chancellor
University Senior Management
Team (University Executive Group)
[academic members]
Senior academics responsible for
Medical Education
Head/Dean of Medicine
representing Medical School
externally eg on Medical Schools
Council
APPENDIX B2
Organogram showing principal reporting lines: University of Birmingham
Vice-Chancellor
PVC & Head of College of Arts &
Law PVC & Head of
College of Engineering &
Physical Sciences
PVC & Head of College of Life & Environmental
Sciences
Head, School of Biosciences
Head, School of Psychology
Head, School of Geography, Earth & Environmental
Sciences
Head, School of Sport & Exercise
Sciences
PVC & Head of College of Medical & Dental Sciences
Head, School of Dentistry
Head, School of Cancer Sciences
Head, School of Immunity &
Infection
Head, School of Health &
Population Sciences
Head, School of Clinical &
Experimental Medicine
Director of Research & Knowledge
Transfer
Director of Education
Dean of Medicine & Deputy Head of
College
Vice Dean (Medical
Education)
Vice Dean (Student
Development & Support)
Vice Dean (Applied Health
Research)
PVC & Head of College of Social
Sciences
PVC Research & Knowledge
Transfer PVC Education
PVC Estates & Infrastructure
Provost & Vice Principal
Senior academics responsible
for Medical Education
Academic members of University Senior
Management Team (Executive Board)
MDS College Board
Head/Dean of Medicine
representing Medical School
externally eg on Medical Schools
Council
APPENDIX B3
Organogram showing principal reporting lines: University of Leeds
Vice-Chancellor
PVC Staff DVC
Dean Faculty of Arts Dean, Faculty of
Business
Dean, Faculty of Education & Social
Sciences
Dean, Faculty of Biological Sciences
Head, School
of UG studies
Head, School of
Graduate Studies
Director,
Systems Biology
Director,
Mol Cell Biol
Director, Integrative & Comparative
Biology
Dean, Faculty of Medicine & Health
Head, School
of Dentistry
Head, School
of Psychology
Head, School
of Healthcare
Head of School & Dean of Medicine
Director, LIGHT
Director, LIMM
Director, LIHS
Director,
Leeds Institute of Medical Education
Dean, Faculty of Maths & Physical
Sciences
Dean, Faculty of Engineering
Dean, Faculty of Performing & Visual
Arts
Dean, Faculty of Environment
PVC International Partnerships
PVC Research & Innovation
PVC Student Education
University Senior Management Team
(VC’s Advisory Committee) [academic
members]
Senior academics responsible for
Medical Education
Head/Dean of Medicine
representing Medical School
externally eg on Medical Schools
Council
APPENDIX B4
Organogram showing principal reporting lines: University of Leicester
Vice-Chancellor
PVC Resources PVC Research PVC Students PVC College of Medicine, Biological
Sciences & Pscyhology and
Dean of Medicine
Head, Dept of Biochemistry
Head, Dept of Genetics
Head, Dept of Cell
Physiology & Pharmacol
Head, Dept of Biology
Head, Dept of
Infection Immunity & Inflamm
Head, Dept of
Cardiovascular
Sciences
Head, Dept of Cancer
Studies
Head, Dept of Health Sciences
Head, Dept of Medical & Social Care Education
Head, Psychology
PVC College of Science &
Engineering
PVC College of Social Sciences
& Law
PVC College of Arts &
Humanities
University Senior Management
Team (VC’s Advisory Committee)
[academic members]
Senior academics responsible for
Medical Education Head/Dean of Medicine
representing Medical School
externally eg on Medical Schools
Council
APPENDIX B5
Organogram showing principal reporting lines - University of Liverpool
Vice-Chancellor
PVC Student
Experience
PVC Science &
Engineering PVC Health & Life
Sciences*
Head, Institute of
Learning & Teaching
Head of School of
Dentistry
Head of School of
Health Sciences
Head of Scholol of
Psychology
Head of School of
Veterinary Science
Head of School of
Medicine**
Head, Institute of
Integrative Biology
HoD, Evolution
Ecology & Behaviour
HoD, Functional &
Comparative
Genomics
HoD, Biochemistry &
Cell Biology
HoD, Structural &
Chemical Biology
HoD, Plant Sciences
Head, Institute of
Translational Medicine
HoD, Biostatistics
HoD, Cellular &
Molecular Physiology
HoD, Molecular &
Clinical Cancer
Medicine
HoD, Molecular & Clinical
Pharmacology
HoD, Women &
Children's Health
Head, Institute of
Infection & Global Health
HoD, Infection
Biology
HoD, Clinical
Infection,
Microbiology &
Immunology
HoD, Epidemiology &
Population Health
Head, Institute of Ageing
& Chronic Disease
HoD, Musculoskeletal
Biology
HoD, Eye & vision
Sciences
HoD, Obesity &
Endocrinology
Head, Institute of
Psychology, Health &
Society
HoD, Health Services
Research
HoD, Health Inequalities
& Social determinants of
Health
HoD, Mental Health &
Well-being
HoD, Biological &
Developmental
Psychology
HoD, Risk, security &
Decision-making
PVC Humanities &
Social Sciences PVC International
DVC
University Senior Management Team
[academic members]
Senior academics responsible for
Medical Education
** Includes role of
“Director of Medical
Education”
Head/Dean of Medicine representing
Medical School externally eg on Medical
Schools Council
APPENDIX B6
Organogram showing principal reporting lines: University of Newcastle
Vice-Chancellor
PVC Learning & Teaching
PVC Planning & Resources
PVC Research & Innovation
PVC, Faculty of Humanities & Social
Sciences
PVC, Faculty of Science, Agriculture &
Engineering
Head, School of Biology
Head, School of Chemistry
Head, School of Chemical Engineering
Head, School of Civil engineering & Geosciences
Head, School of Mechanical & Systems
Engineering
Head, School of Computing Science
Head, School of Mathematics &
Statistics
Head, School of Electrical Electronic & Computer Engineering
Head, School of Marine Scinece
Head, School of Agiculture Food & rural Development
Director, Inst for Research on
Sustainability
Director, Digital Institute
PVC, Faculty of Medical Sciences and
Dean of Medicine
Director, Inst for Cell & Molecular Biosicences
Director, Inst of Cellular Medicine
Director, Inst of Genetic Medicine
Dir ector, Inst for Ageing & Health
Director, Inst of Neuroscience
Director, Nothern Inst for Cancer Research
Director, Inst of Health & Society
Head, School of Biomedical Sciences
Head, School of Dental Sciences
Head, School of Psychology
Head, School of Medical Sciences
Eduation
Director of Medical Studies
(Board of Medical Studies)
Deputy Vice-Chancellor
University Senior Management Team
(University Executive Board)
[academic members]
Senior academics responsible for
Medical Education
Head/Dean of Medicine
representing Medical School
externally eg on Medical Schools
Council
APPENDIX B7
Organogram showing principal reporting lines: University of Nottingham
Vice-Chancellor
PVC Research & Engineering
PVC International & Science
Dean, Faculty of Science
Head, School of Biosciences
Head, School of Pharmacy
Head, School of Psychology
Head, School of Chemistry
Head, School of Mathematical Sciences
Head, School of Computer Science
Head, School of Physics & Astronomy
PVC Teaching & Learning plus Medicine
& Health Sciences
Dean, Faculty of Medicine & Health
Sciences and Dean of Medicine
Head, School of Biology
Head, School of Biomedical Sciences
Head, School of Molecular Medical
Scineces
Head, School of Community Health
Sciences
Head, School of Clinical Sceinces
Director of Medical Education
Head, School of Nursing, Midwifery &
Physiotherapy
Head, School of Veterinary Medicine
PVC Enterprise & Social Sciences (exc. Law &
Business)
PVC Infrastructure & Law and Business
Schools
PVC Human Resources and Arts
University Senior Management Team
(University Management Board)
[academic members]
Senior academics responsible for
organisation and management of
Medical Education
Head/Dean of Medicine
representing Medical School
externally eg on Medical Schools
Council
APPENDIX B8
Organogram showing principal reporting lines: University of Sheffield
Vice-Chancellor
PVC, Faculty of Arts & Humanities
PVC, Faculty of Social Sciences
PVC, Faculty of Science
Head, Dept of Biomedical Science
Head, Dept of Molec Biol & Biotech
Head, Dept of Animal & Plant Science
Head, Dept of Psychology
Other HoDs
PVC, Faculty of Medicine, Dentistry & Health
Head, ScHARR
Head, Dept of Human Communication Science
Head, School of Dentistry
Head, School of
Nursing
School of
Medicine
Head, Dept of Oncology
Head, Dept of CVS
Head, Dept of I & I
Head, Dept of Human Metabolism
Head, Dept of Neuroscience
Director, Academic Unit of Medical Education
PVC, Faculty of Engineering
PVC, Research PVC, Learning & Teaching PVC, International
University Senior Management
Team (VC’s Advisory Committee)
[academic members]
Senior academics responsible for
organisation and management of
Medical Education
Head/Dean of Medicine
representing Medical School
externally eg on Medical Schools
Council
APPENDIX B9
Organogram showing principal reporting lines: Cardiff University
Vice-Chancellor
PVC Staff
HoS Welsh HoS
English
HoS European
Studies HoS Music
HoS History
PVC Students
HoS Journalism
HoS Law HoS
Business HoS Social Sciences
HoS City Planning
HoS Architectur
e
DVC
HoS PGMDE
HoS Nursing
HoS Health Care
Studies
HoS Medicine
Director, Inst of Exp Med
Director, Inst of Public Health & Primary Care
Director, Inst of Cancer & Genetics
Director, Inst of Neuroscience & Mental Health
Director, Inst of Infection & Immunity
Director, Inst of T.I.M.E.
Director, Inst. of Medical Education
HoS Bioscience
s
HoS Dentistry
Hos Pharmacy
PVC Research
HoS Optometry
HoS Psychology
PVC International
HoS Chemistry
HoS Physics
HoS Mathemati
cs
Hos Computer Sciences
HoS Engineerin
g
Hos Earth Sciences
HoS Lifelong Learning
University Senior Management [academic members] (also includes: PVC
Estates, Dean of Interdisciplinary Studies, and one elected Head of School)
Senior academics responsible for
organisation and management of
Medical Education
Note: PVCs/DVC act as “links” between
Heads of School and University Board –
they do not have executive/budget
holding roles
Head/Dean of Medicine
representing Medical School
externally eg on Medical Schools
Council
APPENDIX B10
Organogram showing principal reporting lines: University of Southampton
Vice-Chancellor
PVC Education PVC, Research PVC, International Dean, Faculty of
Humanities
Dean, Faculty of Social & Human
Sciences
Dean, Faculty of Medicine
Head, Cancer Sciences Academic
Unit
Head, Clinical & Experimental
Sciences Academic Unit
Head, Human Health & Development Academic Unit
Head, Primary Care & Population Sciences
Academic Unit
Head, Medical Education Academic
Unit
Associate Dean, Education & Student
EXperience
Dean, Faculty of Natural &
Environmental Sciences
Head, School of Chemistry
Head, School of Ocean & Earth
Sciences
Head, National Oceonography
Centre
Head, School of
Biological Sciences
Cellular & Molecular Biosciences
Neuroscience
Ecology & EnvironmentI
Dean, Faculty of Health Sciences
Dean, Faculty of Business & Law
Dean, Faculty of Engineering & the
Environment
Dean, Faculty of Physical & Applied
Sciences
Deputy Vice-Chancellor
University Senior Management
Team (University Executive Group)
[academic members]
Senior academics responsible for
organisation and management of
Medical Education
Head/Dean of Medicine
representing Medical School
externally eg on Medical Schools
Council
APPENDIX C
Questionnaire sent to Heads of Medical Schools +/- senior administrators
UNIVERSITY / MEDICAL SCHOOL ORGANISATION & MANAGEMENT PROFORMA
Name of University: Click here to enter text.
1. Resources
1.1 To what level are financial resources (budgets) devolved within the University ?
Examples:
College/Faculty, School, or Department
Response: Click here to enter text.
1.2 How is the annual allocation to the above unit(s) determined ?
Examples:
a) on a historical basis, adjusted through an annual “bidding” process managed by a central
University budget-setting group, or
b) by a formula-driven Resource Allocation Model linked tightly to the devolved “unit’s” financial
forecasts of income and expenditure (HEFCE T and QR income etc)
Response: Click here to enter text.
1.3 Once the annual budget is set, what degree of flexibility / autonomy does the devolved unit
(and its head) have in deciding how to spend it?
Examples:
a) freedom to spend non-staff as appropriate, but use of staff budget restricted to specific posts
approved by “central” university group, or
b) freedom (within the agreed strategic plan for the “unit”) to decide on use of all budgets, including
changing the “mix” of posts in the staff establishment, and virement from staff to non-staff budgets
Response: Click here to enter text.
1.4 Specifically to what extent does the Dean of Medicine have executive powers over staff
budgets?
Response: Click here to enter text.
2. Strategy
How is strategy developed in the University and its Colleges/Schools/Departments?
2.1 At what level in the organisation are key decisions on strategic priorities taken (eg deciding
which research fields to focus on - and conversely which to disinvest in; deciding whether to develop
a major new teaching programme etc) ?
Examples:
University, College/Faculty, School or Department
Response: Click here to enter text.
2.2 If strategic decisions are devolved (eg to Schools), how are the resulting multiple strategies
integrated across the University?
Examples:
a) a “centralised” model – while “wish-list” plans may be solicited from component parts of the
organisation, a single University Strategy is produced, with all decisions taken at the “centre” (eg by
a University Board or Strategy sub-committee), or
b) a “devolved” model – at the agreed level of devolution (eg School) there is wide freedom to
develop strategy (within the devolved budget). The “centre” takes only a light-touch overview to
ensure general compatibility with the mission of the University. Apart from special pan-university
initiatives, the strategy of the University is largely made up of the sum of the individual unit
strategies.
Response: Click here to enter text.
2.3 Specifically, what part does the Dean of Medicine play in strategy development ?
Response: Click here to enter text.