Rather, it is our governance systems that are reviewed. How does the university create the conditions for collaboration? What incentives are there, and how are collaboration efforts followed up? This methodology is interesting, because it means that no matter how extensive and successful our education and research collaboration might be, if there are shortcomings in its governance and follow-up, we may well receive criticism in the review.
The evaluation consists of several parts, one of which is a self evaluation-based review of the work at each individual higher education institution. Stockholm University recently compiled and submitted its self evaluation to the Swedish Higher Education Authority. This work serves as the basis for a range of insights.
One such insight is that it is the university’s fundamental belief that collaboration should not be regarded as a “third task”, as it is sometimes called, but rather as an integral part of its core activities, i.e., research and education. This view is also expressed in the university's strategies, in which we emphasise that “collaboration is part of the organisation’s evolution and includes an interaction wherein flows of ideas, problems, knowledge, and resources between the university and external actors lead to mutual development”. It is therefore difficult to describe our strategic work aimed specifically at collaboration, since our view of this work entails the governance and follow-up of all our activities.
Another insight is that our collaboration is difficult to define in a satisfactory way. Its defining aspect is that it involves interaction with the surrounding community beyond our own organisation, Stockholm University. However, our contact with other universities and other researchers are not normally included in this definition of collaboration. Rather, these interactions are viewed as cooperation within our core business. However, all other interaction “for mutual exchanges with the surrounding community, […] ensuring that the knowledge and expertise found at the higher education institution bring benefit to society” (Chapter 1, Section 2 of the Higher Education Act), can be counted as collaboration. This interaction is particularly extensive at such a large and far-reaching higher education institution as Stockholm University.
Moreover, we should not forget that the ways in which the university’s activities benefit society are not limited to direct collaboration with external parties. Our thousands of annual graduates become bearers, mediators and implementers of our knowledge and skills, for the benefit of society. Together with the rich collaboration in which we generally engage, this makes me confident that we live up to our mission, as described in the Higher Education Act, to strive to ensure that our knowledge benefits the surrounding community.
This text is written by Clas Hättestrand, Vice President. It appears in the section ”Words from the University’s senior management team”, where the management take turns to write about topical issues. The section appears in News for staff.