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Priority Operational Development 2014-2018
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 process1”, Chalmers is developing greater social responsibility. By
focusing on competence, knowledge and utilisation2, 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 2018.
1
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 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
Priority Operational Development creates better conditions for Chalmers to
advance its position and operations
Priority Operational Development (POD) 2014-2018, together with Chalmers’ vision
document3, 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 Chalmers4.
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 2008-2015 med utblick mot 2020” (Chalmers for a Sustainable
Future; Vision, Goals and Strategies 2008-2015, with Outlook towards 2020), as well as an updated version in English of
“Chalmers - for a Sustainable Future. Vision, Mission and Strategies 2010-2020”. Available at
http://www.chalmers.se/insidan/SV/om-chalmers/rutiner-och-styrande
4
CPO; Chief Process Officer, who is also responsible for the central operational support. CFO; Chief Financial Officer.
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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].
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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 2012. 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 2013. 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.
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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 2014-2018. 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 departments5 and
employees). Publication of detailed directions for the POD effort and “Instructions for
Operational Planning 2014-2018” will begin on 2 September 2013.
5
Including base data sheets for the areas of advance and disciplinary domains.
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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 2012—2013 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 50-60 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
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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 CDIO6, 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.
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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%
international7 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.
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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.
8
Key Performance Indicators :
U1:1 Percentage of Chalmers programmes that are
scored as having “very high quality” in the 20132014 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.
Chalmers carries out its Master’s programmes in an
international environment.
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 2014-2018. 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.
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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.
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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
10
F1. International appeal
Chalmers’ research is characterised by academic
excellence and international collaboration. The areas
of advance increase Chalmers’ attractiveness.
Key Performance Indicators :
F1 Percentage of men appointed to all positions that
require a PhD.
9
A proactive search process 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:
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.
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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.
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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.
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Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
 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.
11
11
Key Performance Indictors :
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.
Definitions and descriptions of key performance indicators are set out in the appendix at the end of the document.
Page 14
Priority Operational Development 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
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.
12
Key Performance Indicators :
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 2012.
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 2014-2018, ref. no. C2013/0839. Document approved by the President 10/06/2013.
Appendix to
Priority Operational Development 2014-2018
Ref. no. C2013-0839
KEY PERFORMANCE INDICATORS FOR
CHALMERS’ INTERIM GOALS
Definitions and Descriptions
Appendix,
page 1
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
Introduction
This compilation and description of the key performance indicators (KPI) in Priority Operational
Development 2014-2018 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 2013-2017. 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: http://www.chalmers.se/insidan/SV/om-chalmers/rutiner-och-styrande/overgripande-mal.
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 20132014 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
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).
F2
Chalmers’ field normalised citation score.
N1
Number of long-term collaboration agreements with external parties that include skills
maintenance in first-cycle and doctoral programmes, research and research-oriented
development.
N2
Number of intellectual assets transferred to parties for commercial or other utilisation.
I1
Percentage of Chalmers’s organisational units at which the number of employees for whom the
manager is responsible is ≥ 10 and ≤ 30.
I2
Chalmers’ indirect costs as a percentage of total costs for the year in question in relation to the
percentage of indirect costs in 2012.
Appendix,
page 2
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
Primary goal: World-class education
Interim goal U1: Teaching, learning 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”.
KPI (U1:1)
The KPI indicates
Formula
Unit of measurement
Definitions:
Percentage of Chalmers programmes that are
scored as having “very high quality” in the 20132014 evaluation by the Swedish National Agency
for Higher Education.
How well the quality of Chalmers programmes
stacks up against the strictest requirements of the
government. This demonstrates how well the
interim goal is being met. The quality effort at all
levels, from management to individual courses, for
every evaluated programme is covered.
Number of programmes scored as having “very
high quality”/Total number of programmes
evaluated.
%
 Programmes are those that lead to a

Master of Science in Engineering,
Bachelor of Science in Engineering,
Master of Architecture or the general
degrees of Bachelor or Master of Science
in Engineering.
Levels at which measurement is made
Chalmers
Disciplinary domain
Programme
Department (the evaluated programmes for
which the department has a course)
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
75%
2013-14
1 September 2013, interim measurement
1 September 2014, final measurement
Dept. of Planning, Analysis and Finance
Dept. of Planning, Analysis and Finance
Main Process Manager, GRU + Dept. of
Planning, Analysis and Finance
Vice President – undergraduate and graduate
programmes / Programme Area Manager
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Appendix,
page 3
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
Primary goal: World-class education
Interim goal U1: Teaching, learning 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”.
KPI (U1:2)
The KPI indicates
Formula
Unit of measurement
Definitions:
Levels at which measurement is made
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Appendix,
page 4
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.
Whether Chalmers recruits the “right” students in terms
of interest and capabilities and exploits opportunities to
provide them with a good start at the university –
experience shows that the probable result is that they
complete their studies. The efforts of the departments
when it comes to first-year courses and their throughput
have a clear impact on this KPI.
 Number of students who enrol in academic year
2/ Number of students who enrol in academic
year 1.
 Number of students with at least 45 credits at the
start of academic year 2/Number of students who
enrol in academic year 2.
Two percentages
 Covers all programmes (Master of Science in
Engineering, Bachelor of Science in Engineering,
Master of Architecture, Ship’s Officer Degree)
except for Master’s programmes.
 Number of students is measured after enrolment in
years 1 and 2 (October).
 Number of credits is measured in October, in other
words after results for the re-examination period
have been registered.
Chalmers
Disciplinary domain
Programme
Aggregated by type of programme (Master of Science
in Engineering, Bachelor of Science in Engineering,
Master of Architecture, Ship’s Officer Degree).
 90% are still in school after one year
 90 % of these have earned at least 45 credits
2016
Once a year (October)
Student Department/Programme Secretary
Student Department/Programme Secretary
Main Process Manager, GRU + Dept. PAE
Vice President – undergraduate and graduate
programmes / Programme Area Manager
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
Primary goal: World-class education
Interim goal U2: Student recruitment
“Proceeding from a broad recruitment base in Sweden, Europe and elsewhere,
Chalmers fills its programmes with students who have solid prospects of obtaining a
degree and becoming outstanding architects, engineers, upper secondary school
teachers and ship’s officers.
Chalmers’s carries out its Master’s programmes in an international environment.”
KPI (U2:1)
The KPI indicates
Formula
Unit of measurement
Definitions:
Levels at which measurement is made
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Appendix,
page 5
Percentage of international students enrolled in courses
that are part of Chalmers’s Master’s programmes.
Whether Chalmers has an international environment for
its Master’s programmes, as well as how well the effort
to conduct various student exchange programmes is
working.
Number of international students enrolled in courses
that are part of Chalmers’s Master’s programmes/Total
number of students enrolled in courses that are part of
Chalmers’s Master’s programmes.
%
 International students are those without a
Swedish passport or a permanent residence
permit in Sweden.
 Also includes international students who are not
enrolled in the entire Master’s programme but who
are in Sweden on an exchange programme (such as
ERASMUS).
Chalmers
Disciplinary domain
Master’s programme
Course
30%
2015
Once a year (end of October)
The Student Department
The Student Department
Main Process Manager, GRU + Dept. of Planning,
Analysis and Finance
Vice President – undergraduate and graduate
programmes / Programme Area Manager
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
Primary goal: World-class education
Interim goal U2: Student recruitment
“Proceeding from a broad recruitment base in Sweden, Europe and elsewhere,
Chalmers fills its programmes with students who have solid prospects of obtaining a
degree and becoming outstanding architects, engineers, upper secondary school
teachers and ship’s officers.
Chalmers’s carries out its Master’s programmes in an international environment.”
KPI (U2:2)
The KPI indicates
Formula
Unit of measurement
Definitions:
Levels at which measurement is made
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Appendix,
page 6
Number of first choice applicants per site
How attractive Chalmers and individual
programmes are for students. Attractiveness is
cultivated on a long-term basis by means of wellfunctioning education that leads to sought-after jobs.
The involvement of the departments in the
programmes they provide is a key component.
Number of first choice applicants to Chalmers
programmes/Total number of places that Chalmers
has planned for these programmes
Number
The programmes covered are for Master of Science
in Engineering, Bachelor of Science in Engineering
and Ship’s Officer Degree.
Chalmers
Programme
Aggregated by type of programme (Master of
Science in Engineering, Bachelor of Science in
Engineering, Master of Architecture, Ship’s Officer
Degree)
 The number of first choice applicants per site
is increasing
 The number of first choice applicants per site is
above our closest competitors and above the
national average (also applies to each
programme)
2017
Once a year (1 September)
The Student Department
The Student Department
Main Process Manager, GRU + Dept. of Planning,
Analysis and Finance
Vice President – undergraduate and graduate
programmes / Programme Area Manager
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
Primary goal: Excellent research
Interim goal F1: International appeal
“Chalmers’ research is characterised by academic excellence and international
collaboration. The areas of advance increase Chalmers’s attractiveness.
A proactive search process 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.”
KPI (F1)
The KPI indicates
Formula
Unit of measurement
Definitions:
Levels at which measurement is made
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Appendix,
page 7
Percentage of men appointed to all positions that
require a PhD.
How effectively Chalmers departments adopt a
proactive search process. Implementation of equal
recruitment will require a high percentage of
international applicants, leading to a high-quality
recruitment base.
Number of men appointed during a certain period
to positions that require a PhD/Total number of
people during the period appointed to positions
that require a PhD
%
The phrase “appointed to positions that require a
PhD” covers both new appointees and
promotions.
Chalmers (total per professional category)
Department (total per professional category)
≤ 75%
2017
Three times a year (30 April, 31 August, 31
December)
The HR Department
The HR Department
The HR Department and the Dept. Of Planning,
Analysis and Finance
Vice President – Research and Research
Education / First Vice President / HR Manager
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
Primary goal: Excellent research
Interim goal F2: Published articles
“Chalmers’s researchers publish both intra-disciplinary and interdisciplinary articles with
increasing quality and volume. Publishing by Chalmers’s researchers makes a greater
impact.”
KPI (F2)
The KPI indicates
Formula
Unit of measurement
Definitions:
Levels at which measurement is made
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Appendix,
page 8
Chalmers’ field normalised citation score
How visible the results of Chalmers’s researchers
are in the research community.
Calculation of Chalmers’s field normalised
citation score using bibliometric data for the
fields in which its researchers publish. Refer to
the library’s bibliometric function for the exact
formula.
Relative frequency
 The citation score is measured in relation
to all articles published in Chalmers’s
fields of research.
 A score of 1.0 means that Chalmers
researchers are cited with the average
frequency for all researchers in the same
fields. 1.20 means 20% higher
frequency than average.
 Self-citations are not included.
 No fractionation.
 Five years as measurement period, but for
stabilisation a rolling three-year average
value is used at the same time.
Chalmers
Department
Area of advance
≥1.20
2016 (cannot be calculated until February 2018)
Once a year (31 December)
The Library
The Library
The Library + Dept. Of Planning, Analysis and
Finance
Vice President – Research and Research
Education / Vice President – Areas of Advance /
First Vice President
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
Primary goal: Effective utilisation
Interim goal 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 assignments within education, research and research-based development
with the private sector, as well as other national and international societal actors.”
KPI (N1)
The KPI indicates
Formula
Unit of measurement
Definitions:
Levels at which measurement is made
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Appendix,
page 9
Number of long-term collaboration agreements
with external parties that include competence
provisioning in undergraduate, graduate and
doctoral programmes, research and researchbased development.
Chalmers’ attractiveness as a long-term partner
for businesses, as well as other national and
international societal actors.
Measurement of the number of long-term
collaboration agreements
Number
 “Long-term” means a period of at least 5
years.
 “Collaboration agreement” means that
the parties formulate projects and
generate results together, as well as
cooperate in applying the results and
innovating on the basis of them.
 Minimum annual amount: SEK 5 million per
agreement.
Chalmers
Areas of advance
≥ 16 (≥ 2 per area of advance)
2015
Once a year (31 December)
Chief Resource Officer
Chief Resource Officer
Chief Resource Officer + Dept. of Planning,
Analysis and Finance
Vice President - Collaboration / Vice President –
Areas of Advance
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
Primary goal: Effective utilisation
Interim goal 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.”
KPI (N2)
The KPI indicates
Formula
Unit of measurement
Definitions:
Levels at which measurement is made
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Number of intellectual assets transferred to
parties for commercial or other innovation and
utilisation of results.
The ability of Chalmers researchers to participate
in cultivation of sought-after intellectual assets,
as well as Chalmers’ ability to create productive
collaborative settings, including meeting places,
infrastructures and platforms for unrestricted
innovation.
Measurement of the number of intellectual assets
that are transferred.
Number
 “Intellectual asset” refers to all or parts
of databases, results, codes, software,
patents, etc.
 “Transferred” means that there is a contract
for commitment.
 “Utilisation” means that the purpose of the
transfer is that the intellectual asset will add
value for the other party.
Chalmers
Areas of advance
Annual increase
Every year 2013 - 2017
Once a year (31 December)
Innovation Office West (IKV)
Innovation Office West (IKV)
Innovation Office West (IKV) + Dept. of
Planning, Analysis and Finance
Vice President - Collaboration / Chief Resource
Officer
Data collection paths must be delineated or created before the key
performance indicator can be measured. This work is underway.
Appendix,
page 10
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
An outstanding internal environment is required for
each primary goal.
Interim goal I1: Leadership
“Chalmers’ managers and leaders at all levels have sufficient resources, capabilities
and training to exercise professional leadership that promotes gender equality.”
KPI (I1)
The KPI indicates
Formula
Unit of measurement
Definitions:
Levels at which measurement is made
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Appendix,
page 11
Percentage of Chalmers’s organisational units
at which the number of employees for whom
the manager is responsible is > 10 and ≤ 30.
The ability of Chalmers’ leaders to create an
organisation in which managers have a realistic
opportunity to perform their duties, which includes
holding performance and salary reviews.
Number of organisational units for which the
number of employees for whom the manager is
responsible is > 10 and ≤ 30. / Total number of
organisational units at Chalmers.
Number
Employees
Organisational unit = a unit with a manager who
sets salaries
Chalmers
Department (incl. AoS)
Division
 95% 2014
 100% 2016
2014
Once a year (31 December)
The HR Department
The HR department
The HR Department + Dept. of Planning,
Analysis and Finance
Chief Process Officer / HR Manager
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.
An outstanding internal environment is required for
each primary goal.
Interim goal I2: Operational support
“Operational support is suitable and cost-effective both centrally and locally.”
KPI (I2)
Chalmers’ indirect costs as a percentage of
The KPI indicates
Formula
Unit of measurement
Definitions:
Levels at which measurement is made
Targets for the Chalmers level
When the target is to be achieved
Date(s) of measurement
Responsible for obtaining data
Responsible for compiling the KPI
Support for analysis of the KPI
Responsible for this KPI
Appendix,
page 12
total costs for the year in question in relation
to the percentage of indirect costs in 2012.
The ability of Chalmers to convert the efficiencies generated by process orientation into actual
savings.
(Chalmers’ indirect costs for a year/All of
Chalmers’ costs for the year) / (Chalmers’
indirect costs for 2012/All of Chalmers’ costs for
2012). Specific savings model has been
developed.
%
Indirect costs refer to all indirect costs in
accordance with the SUHF model at local and
central level + the indirect costs that are within
the scaling for the GRU organisation.
Chalmers
Department
 ≤ 1 for 2013
 From 2014 < 1 and eventually ≤ 0.9 for
2017
2017 (with interim goals each year from
2014)
Once a year (31 December)
Heads of Admin. + Dept. of Planning,
Analysis and Finance
Heads of Admin. + Dept. of Planning,
Analysis and Finance
Dept. of Planning, Analysis and Finance +
Heads of Admin.
Chief Process Officer / Process Manager
Priority Operational Development 2014-2018, ref. no. C2013/0830. Document approved by President 10/06/2013.