What is HEI-UP? HEI-UP (Improving Business Processes in Higher Education Institutions) is a European project focused on upgrading BPM in HE (higher education) institutions through a common managerial model and offering an e-learning course for HEI managers under the umbrella of the European Certification and Qualification Association (ECQA). Why business processes? Business process management (BPM) has been argued to be a more effective and efficient way of managing organizations than a traditional hierarchical management approach. Today, the most successful universities are business-oriented. An efficient BPM builds up an ideal environment for achieving a high level of pedagogical, research and administrative staff, and above all, student satisfaction. What's in there for you and your institution? The HEI-UP project gives you the opportunity to: ● Learn from and contribute to the managerial model developed within the project ● Become more aware of internal managerial efficiency through the tools and support provided ● Successfully align your business processes with the demands and needs of your students and faculty and ● Have free access to the BPM framework developed in the HEI-UP project. What is expected from you? We believe in the potentials and creative spirit of professional communities, so we expect that you: ● Engage in conversation with academics and BPM practitioners by sharing good practices and challenges you or your institution have in relation to BPM, ● Share your BPM related research findings and thus contribute to BPM research or just exchange research ideas with fellow researchers or simply ● Observe and try to get out something good for your institution.

1. To access the complete version of the presentation,
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Higher education institutions

2. U1: BPM in Higher Education Institutions
E3: Research processes
ECQA Certified training material
www.ecqa.org
Authors: HEI-UP Training Material Committee
LIFELONG LEARNING PROGRAMME
ERASMUS Multilateral
AGREEMENT NO. 2011-3846/001-001
PROJECT NO. 518035-LLP-1-2011-1-AT-ERASMUS-ECUE
Improvement of Business Process Management in Higher Education
institutions
(HEI-UP)
This project (Project number: 518035-LLP-1-2011-1-AT-ERASMUS-ECUE, Agreement no. 2011-3846/001-001) is carried out with the financial support of the Commission of the
European Communities under the Lifelong Learning Program
Version: 0.1 (first public preview)

3. Learning objectives
● Participant gets familiar with process groups contained within
"Research" key process area (KPA).
● Participant gets familiar with roles are involved within the
"Research" KPA.
● Participant gets familiar with the key performance
indicators of the "Research processes".
● Participant gets familiar with the goals and objectives of the
"Research".
● Participant gets familiar with which are the main
inputs/outputs of the "Research".
● Participant is able to apply the knowledge and prepare
the specific research process for his organization.
U01-E03-01
Research processes

4. Research processes
General presentation

5. Key process areas for Higher
Education Institutions

6. Key process area 3: Research
Process map - overview (research only)
HEI-PG-3.1.
Initiating the
research
HEI-PG-3.2.
Conducting
the research
HEI-PG-3.3.
Dissemination
of the
research
results

7. Process group presentation
Description of process map:
The Key Process Area 3: Research consists of the
following main phases:
● Initiating the research
○ Main goal: establish research group, facilities and
topics.
● Conducting the research
○ Main goal: transform the research idea to research
design, data and analysis.
● Publishing the research
○ Main goal: to present and disseminate the results
to broader scientific and non-scientific
community.

8. Key process area 3: Research
Introduction
Research and experimental development is formal work
undertaken systematically to increase the stock of knowledge,
including knowledge of humanity, culture and society, and the use of
this stock of knowledge to devise new applications (OECD (2002)
Frascati Manual: proposed standard practice for surveys on research and
experimental development, 6th edition.)
Cited source: Wikipedia, http://en.wikipedia.org/wiki/Research
existing
knowledge new knowledge,
knowledge
applications
new ideas
Research:
formal &
systematic

9. Research processes - overview
Goals -To establish research group,
facilities and funds
-To find relevant research topic
To solve the problem To disseminate the solution to a
problem
Roles Head of the research team,
Researchers, Dean, Librarian,
Project manager, Companies
Researchers, Assistants,
Students, project manager
Researcher, Librarian, Project
Manager, Marketing manager
Inputs, outputs I: needs of companies
O: Established research group,
research strategy and plans
I: Research design
O: Research report
I: Research report
O: Article, new or improved
product, service, process
Key performance
indicators
- Size/ quality of the research
group
- Amount of acquired research
fund
- Efficiency (resources spent):
from idea to analysed data
-Relevancy of results
- No. and quality of published
articles (impact)
- % of research transferred to
market
HEI-PG-3.3.
Dissemination
of the research
results
HEI-PG-3.2.
Conducting
the research
HEI-PG-3.1.
Initiating the
research

10. Target group
● Target group:
○ Research:
■ Deans.
■ Heads of the research activities.
■ Researchers.
■ Teachers.
■ Teaching assistants.
■ Librarians.
■ Students.
○ Development:
■ Project managers.
■ International coordinators.

11. Research leader -
competencies
● university and research strategy, policy and protocols;
● research project and risk management, quality assurance, including national
● performance indicators and their meaning;
● research capacity building, research training and research management, risk
● management, quality assurance, national performance indicators and their
meaning;
● financial management;
● human resource management, recruitment, selection, performance
management,
● conflict resolution, mentorship and capacity building;
● marketing and sponsorship of the group and its outcomes;
● in some cases, facility and laboratory management;
● collaborative and productive research network management, particularly with
those
● working in other disciplines; and
● relationship management, industry engagement and philanthropy
Cited source: Shelda Debowski, Leading research in an evolving world: Implications for higher education development, policy and practice, Research
and Development in Higher Education Volume 33

12. Additional literature
● Fabrizio Luglio, Nicola Bertazzoni, Research management in Higher Education Institutions: a process
management experience in Italian Universities, http://www.eurocris.org/Uploads/Web%
20pages/cris2010_papers/Papers/cris2010_Luglio.pdf
● Shelda Debowski, Leading research in an evolving world: Implications for higher education
development, policy and practice, Research and Development in Higher Education Volume 33, http:
//www.herdsa.org.au/wp-content/uploads/conference/2010/papers/HERDSA2010_Debowski_S.pdf

13. 3.1. Initiating the research
The research processes
HEI-PG-3.1.
Initiating the
research

14. HEI-P3.1: Initiating the
research - introduction
Before the research occurs, the research
organization should be established.
This means the appropriate environment
for the researchers should be set to facilitate
the research.

15. HEI-P3.1: Initiating the research
Goals and objectives
Before the initiating the research process the
following goals and objectives could be set:
● Goal 1: To establish research group, facilities and funds
○ The funds are established.
○ The research group is established.
○ The research relations with companies are
established.
● Goal 2: To find relevant research topic
○ The research topics are prepared and
communicated.

16. HEI-P3.1: Initiating the
research
Processes activities overview
HEI-PG-3.1. Initiating the research
Identify
research
funding
Establish
research
group
Establish the
research
organization
Identify the
research
topics
Identify
research
questions
Establish internal
database of
research topics,
researchers
Communicate
with the
research group
Establish the
access to the
research literature
databases
Acquire research
tools and
equipment
Integrate and
manage student
research
Establish and manage research
relations with the companies
Establish key performance
indicators and control points
Prepare
research
program

17. HEI-P3.1: Initiating the
research
The process may comprise of the following
activities:
● Identify research funding.
● Identify research questions.
● Establish research group.
● Establish research organization.
● Identify research topics.
● Communicate with research group.
● Establish access to the research literature and databases.
● Acquire research tools and equipment.
● Establish internal database of research portfolio and researchers.
● Integrate and manage student research.
● Establish KPIs and control points.
● Manage research relations with external parties.

18. HEI-P3.1: Initiating research
Main process inputs and outputs
Inputs:
● Research candidates (researchers).
● Research funds.
● Calls for research projects.
● Candidates (companies) for research partners.
● List of problems, that needs to be resolved.
● Research ideas and topics.
● Research databases and literature.
Results:
● Established research group.
● Established research facilities.
● Established research processes.
● Established funding sources.

19. HEI-P3.1: Initiating research
- roles
Staff performing the following roles may be
considered to be involved in the process:
● Research managers.
● Research coordinators.
● Researchers.
● General management of a higher education institution.
● Teachers.
● Supporting staff.
● Librarians.
● IT analysts and support.
● Students.
● Funding organizations.
● Companies.

20. HEI-P3.1: Initiating the
research - KPIs
● Size/ quality of the research group
○ e.g. number of research group 'points' (SICRIS in
Slo.).
● Amount of acquired research funds and
projects
○ e.g. from venture capital, EU research project
funding, private companies, internal funding.
● The number/quality of research projects

21. HEI-P3.1: Initiating the
research
What happens before and after?
Predecessors:
● Establish / maintain CRM database (ideas
can come from students/external parties!)
● Establish a Pool of ideas / innovations
● Studying Literature
● Experiences
Successors:
● Conducting the research

22. HEI-P3.1: Initiating the
research
Prepare research program
● = preparation of strategic program for the
research
● choose basic fields of knowledge for the
research
○ e.g. economy, computer science, sociology
● evaluate needed resources
○ funds, staff, equipment
● prepare documented research strategy and
programme, communicate
Prepare
research
program

23. HEI-P3.1: Initiating the
research
Identify research funding
● where to look for funding?
○ public vs. private HEI
● select funding
○ consider EU co-financing (Horizon 2020 (former
FP7), Lifelong Learning programme), internal
funding
● apply for funding
Identify
research
funding

24. HEI-P3.1: Initiating the
research
Establish research group
● where to look for candidates?
○ existing: teachers, researchers
○ grow your own: best and research-motivated
postgraduate students
○ external (journals/conferences, social media -
LinkedIn, MyScienceWork, Academia.edu ...)
● establish and maintain the database of
researchers
● regular meetings of researchers (live, virtual)
Establish
research
group

25. HEI-P3.1: Initiating the
research
Establish research organization
● Establish research vision, mission, strategy and
processes+document templates
● Establish research roles and organizational structure
○ who reports whom?
● Prepare and sign
research contracts (for external) or
● Assign internal researchers
to research
Establish the
research
organization
Research
manager
senior
researcher
junior
researcher
research
assistant

26. HEI-P3.1: Initiating the
research
Identify research topics:
● refine research programme into research
topics,
● select research topics managers-researchers,
● communicate the research topics within the
research group,
● establish and maintain the research topics
database.
Identify the
research
topics

27. HEI-P3.1: Initiating the
research
Identify research questions
● Gather ideas for the research:
○ brainstorming sessions,
○ feedback from students,
○ feedback from teachers/researchers.
● Establish database of research questions for
your org.
● Regularly monitor the status of research
questions.
Identify
research
questions

28. HEI-P3.1: Initiating the
research
Communicate with research group
● Establish IT support for communication
○ webinars, video conferences (e.g. GoTo meetin
meeting),
○ forum, shared document repository.
■ e.g. Blackboard, Moodle, Sharepoint, Google
Drive
● Communicate regularly
○ e.g. monthly meetings of the research group.
Communicate
with the
research group

29. HEI-P3.1: Initiating the
research
Establish access to the research
literature and databases:
● establish access to local bibliographic
databases (COBISS),
● establish access to global research databases
(proQuest, WoS, Emerald, ...),
● provide access to researchers.
Establish the access to
the research literature
databases

30. HEI-P3.1: Initiating the
research
Acquire research tools and equipment
● Tools for conducting the research
○ ???
● For social research:
○ IT tools for surveys (e.g. Suvey Monkey, Google
Forms)
○ IT tools for data analysis (e.g. SPSS)
○ IT tools for referencing and literature database (e.g.
Reference manager
○ IT tools for project management (e.g. MS Project,..)
Acquire research
tools and equipment

31. HEI-P3.1: Initiating the
research
Establish internal database of research
topics, researchers
● establish database
○ ... from simple Excel spreadsheet to complex HRM
database
● establish the process of updating this
database
Establish internal
database of research
topics, researchers
research topics
researchers
status of the research

32. HEI-P3.1: Initiating the
research
Integrate and manage student research
● Select and prepare research topics for
student research (Msc, Phd, Spec.)
○ use research programme, topics and questions
previously defined.
● communicate the research topics with
students
○ during courses,
○ make the research topic list public to students.
● select mentors,
● manage student research.
Managing student
research

33. HEI-P3.1: Initiating the
research
Establish key performance indicators
and control points
● establish a list of KPIs for the research,
● communicate them with researchers,
● establish control points for each research
○ milestones - e.g. after research design, after data
analysis, before publishing,...
Establish key
performance indicators
and control points

34. HEI-P3.1: Initiating the
research
● Manage research relation with the
companies
○ establish a database of contacts with companies
■ CRM system
○ regularly communicate
■ e.g. invite them to conferences, gather their
research ideas, establish student practical work
exchange
Managing research
relations with the
companies

35. HEI-P3.1: Initiating the research:
Exercise
Instructions
Think about how this process (initiating the
research) is performed in your organization.
Perform a gap analysis and identify which
activities are missing or weakly
implemented.

36. 3.2 Conducting the research
The R&D processes
HEI-PG-3.2.
Conducting
the research

37. HEI-P3.2: Conducting the
research - Introduction
Introduction
After the research group, organization and
facilities are established, the research can
begin.
Many think the research is a chaotic and artistic
process, but usually it's not.
The research usually follows strict research
process.

38. HEI-P3.2: Conducting the
research - Goals
Goals and objectives
● Goal: To solve the problem
○ objective 1: to confirm/reject the hypothesis
○ objective 2: to perform the research within the
planned budget
○ objective 3: to perform the research to comply with
accepted research standards

39. HEI-P3.2: Conduction the
research - Activities
The process may comprise of the following
activities:
● Plan the research.
● Review the literature.
● Clarify the problem.
● Prepare the research design.
● Define the population.
● Choose the research method.
● Collect data.
● Analyse the data.
● Test the hypothesis and prepare report.

40. HEI-P3.2: Conducting the research:
Main inputs and outputs
Inputs:
● research funds,
● research strategy, topics and questions.
Results:
● research data,
● data analysis,
● research report.

41. HEI-P3.2: Conducting the
research: Roles
● Research manager, project manager
○ sets and tracks the KPIs and control points.
● Researchers, assistants, students
○ perform the research.
● Support staff
○ provide the support (e.g. IT support installs the SPPS
and other IT tools).

42. HEI-P3.2: Conducting the
research - KPIs
● Efficiency (resources spent): from idea to
analysed data.
● Relevancy of results.

43. HEI-P3.2: Conducting the
research - Activities diagram
Processes activities overview
HEI-PG-3.2. Conducting the research
Plan the
research
Review
the
literature
Clarify the
problem
Choose the
research
method
Prepare the
research
design
Define the
population
Collect data Analyse the
data
Track the key performance indicators and control points
Test the
hypothesis and
prepare report

44. HEI-P3.2: Conducting the research -
predecessors, successors
Predecessors:
● Initiating the research
Successors:
● Publishing the research

45. HEI-P3.2: Conducting the
research
● Plan the research
○ plan the following activities within research:
■ time plan for the activities: prepare research
design, collect data, analyse data,
■ resource plan (€, researchers, equipment).
○ communicate and synchronize the plan with the
researchers / research managers.
○ useful tools for planning:
■ Excel spreadsheet, Microsoft Project, OpenProj,...
Plan the
research

46. HEI-P3.2: Conducting the
research
● Review the literature
○ before research proposal, a literature review must be
performed,
○ where to search?
■ Subscription based:
● ProQuest
● Emerald, ...
■ Open:
● GoogleScholar
● Google
● DOAJ: http://www.doaj.org/
■ Comprehensive list of academic
search engines: http://en.wikipedia.
org/wiki/List_of_academic_databases_and_search_engines
○ use referencing software (e.g. RefMan)
Review
the
literature

47. HEI-P3.2: Conducting the
research
● Clarify the problem
○ After literature review, the research question should
be refined and clarified.
○ The literature review adds credibility to the research
question.
○ Update/reformulate the research question.
Clarify the
problem

48. HEI-P3.2: Conducting the
research
● Prepare the researcher design
○ prepare hypothesis, research questions,
○ design independent and dependent variables,
○ design the theoretical model.
Prepare the
research
design
Independent
variable (latent)
IV1
Dependent
variable (latent)
DV1
H(ypothesis)
Independent
variable (latent)
IV2
Independent
variable (latent)
IV3
Level
(observed
variables)
Measures
(observed
variables)
H(ypothesis)
H(ypothesis)
...
...
...
...

49. HEI-P3.2: Conducting the
research
● Choose the research method
○ Study pros and cons of each research method.
○ Choose the method:
■ Survey, case study, experiment, delphi, action
research, literature review and analysis, proof of
concept, math. modelling, simulation, lab.
experiment, focus group...
○ For comprehensive list of research methods, see
'Empirical Research methods poster' by G. Polančič:
http://www.itposter.net/itPosters/researchmethods/researchmethods.htm
Choose the
research
method

50. HEI-P3.2: Conducting the
research
● Define the population (research
sample)
○ Select sampling method,
■ simple, systematic, stratified, cluster, panel, ...
○ Select sample size.
○ Select and use method for producing random
sample.
● Source: http://en.wikipedia.org/wiki/Sampling_(statistics)
Define the
population

51. HEI-P3.2: Conducting the
research
● Collect the data
○ Plan the collection
■ Offer motivators to the respondents (e.g.
awards).
○ Collect data
■ Following the defined sampling process.
■ Keeping the data in time order.
■ Noting comments and other contextual events.
■ Recording non-responses.
○ Maintain the integrity of the response database
Collect data

52. HEI-P3.2: Conducting the
research
● Analyse the data
○ Identify the number of variables (1,2,3,..).
○ Identify the measurement scales (nominal,
ordinal,...).
○ Analyse the missing data
■ Select appropriate method.
○ Check for the distribution of the data.
○ Select the statistical method.
○ Use the appropriate tool (e.g. SPPS).
○ Prepare tabular, graphical results.
● Analyse significance
● Analyse research threats
○ reliability, validity.
Analyse the
data

53. HEI-P3.2: Conducting the
research
● Test the hypothesis and prepare
report
○ Review the hypothesis and compare with the
analysis results.
○ Accept or reject the (null/alternative) hypothesis.
○ Interpret the results.
○ Write the observations and conclusions.
○ Prepare also a 'Executive summary' of the results.
○ Consider the limitations of statistical hypothesis
testing.
● More:http://en.wikipedia.org/wiki/Statistical_hypothesis_testing
Test the
hypothesis and
prepare report

54. HEI-P3.2: Conducting the
research
● Track the key performance indicators
and control points
○ at the beginning of the research, define key-
performance indicators.
○ define control points
■ e.g. when the research design will be finished,
data analysis will be finished, ...
■ usually, a meeting with the researchers are used
as a control point technique.
○ through the research, track the KPIs and control
points.
Track the key
performance indicators
and control points

55. HEI-P3.2: Conducting the research:
Exercise
Instructions
Think about how this process (conducting the
research) is performed in your organization.
Perform gap analysis and identify which
activities are missing or weakly implemented.
Model the research process within your
organization.

56. HEI-P3.2: Conducting the research:
Example
Example of empirical research process model
Image source: G. Polančič, Research methods poster, http://www.itposter.net/itPosters/researchmethods/researchmethods.htm

57. 3.3 Dissemination of the
research results
The R&D processes
HEI-PG-3.3.
Dissemination
of the research
results

58. .... and so on (20 slides more)
and 4 learning elements (100
slides more)
To access the complete version of the presentation,
please join:
● our consortium (click here to register)
Please join our LinkedIn groups: ECBPM, BPM in
Higher education institutions

59. Reference to authors
Training Material version 2011 was developed within the international consortium “Certified Business
Process Manager for Higher Education Institutions Committee (HEI-UP-TMC)”:
● This presentation: dr. Tomislav Rozman, BICERO, Business Informatics Center Rozman Ltd.,
Slovenia (partner, idea)
● IMC Fachhochschule Krems, Austria (Applicant partner)
● DOBA Faculty of Applied Business and Social Studies Maribor, Slovenia (partner)
● I.S.C.N. International Software Consulting Network LTD (partner)
● Vakaru Lietuvos verslo kolegija, Lithuania (partner)
● SZCZECINSKA SZKOLA WYZSZA COLLEGIUM BALTICUM, Poland (partner)
● American University in Bulgaria, Bulgaria (partner)
Development of Training Material was funded with the support of the European Commission under:
LIFELONG LEARNING PROGRAMME, Erasmus Multilateral
Contract no.: 2011-3846/001-001, Project no.: 518035-LLP-1-2011-1-AT-ERASMUS-ECUE
This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.