How Various Management Approaches Affected the Performance of University of Tirana?
(An Organization Developed in a Socialist Country)
Introduction
In this research paper an attempt will be made to analyze the University of Tirana as an organization, identifying its organizational structure, strategies, stakeholders, goals, mission, and vision. Furthermore major efforts will be made to evaluate how the management approaches effected this organization’s performance, and to investigate what needs to be done and how things should be done differently to increase the potentials of this organization. The evaluation will be mainly based on writer’s experience as student of the above organization during the time period 1989-1994.
Albania and its Background
Since the education itself does not mean the same thing in all societies it is critical to understand the background conditions of Albania, where education has different aims operates under different conditions and is assessed by different criteria (Grant.
Albania was one of the last countries of Eastern Europe to end the 44 years of communist rule and launch a democracy with more than one party. The political transaction (from communism to democracy) was followed by numerous demonstrations which affected the school system. 5330 schools were burned and taking by force to be used for different purposes. Poverty in Albania is not only high but also multidimensional and has consequently affected the education system (Tsaconas, 2002).
Table1. (Berryman, 2000).
Reasons Albanian children 10-14 years of age do not attend school
Lack of financial resources | Not satisfied with quality of education | Other | |
Total | 35.2 | 18.8 | 46.1 |
Rural areas | 34.2 | 18.4 | 47.3 |
Urban areas | 41.4 | 20.9 | 37.8 |
Structure of Albanian Education
The education system in Albania consists of (CEPS, 2000), (Structure, 2006):
a) - Pre-school level; age 3-5; Duration 3 years
b) - Basic education, first stage; Grades 1-4; Ages 6-9; Duration 4 years
c) - Basic education second level; Grades 5-8; age 10-13; Duration 4 years
d) - Upper secondary level: General education; ages 14-17; duration 4 years
Vocational education: ages 14-17; duration 4-5 years
e) - Upper secondary level: vocational education; ages 14-16; duration 3 years
f) - Tertiary education – university
Ages 18-21; duration 4 years
Ages 18-22; duration 5 years
Ages 18-23; duration 6 years
g) -Tertiary education – non university; ages 18-20.5 duration 3.5 years
h) - Doctorate; ages 24- 26.5 duration 3.5 years
University of Tirana and its Management Approach
University of Tirana and Planning
University of Tirana was and continues to be a mainstream approach oriented organization where the managers and leaders of the organization (in contrast with mainstream managers and leaders who focus on multiple forms of well-being and for multiple stakeholders), emphasize on materialism and individualism seeing the financial well – being of the organization and its owner as the most important element (Dyck, 2010, p. 3). There was and continues to be a little concern shown from the managers of this organization towards other stakeholders (students, parents, professors, etcetera). University of Tirana is owned, controlled financed by the Albanian government. The goals and strategies of the organization are identified by the Tirana‘s university but with orientations from Ministry of education and have to be approved by the ministry of the education (government) (Berryman, 2000).
University of Tirana and Organizing
In general organizing involves the ensuring that all tasks have been assigned and a structure of relationship is created to help meeting organizations goals (Dyck 2010, p. 8). In contrast with multistream approach which focuses on de-emphasizing the hierarchal approach to
organizing (Dyck, 2010, p. 18), University of Tirana was faced with major organizing issues which were mainly result of high hierarchical level.. Especially the organization suffered on the technology and human resources. As the result of the isolation of Albanian country from the other countries of Europe and the rest of the world the technology utilized by University of Tirana was very limited and old, where human resources were unspecialized and underpaid.
University of Tirana and Leading
Since the government of Albania provided educational services, financed and regulated University of Tirana, published all the information on it, there was no obvious leadership related to the university itself (Berryman, 2000). The communication between the stakeholders was very poor and in form of standard orders given by the Albanian government to university’s management and other stakeholders. Managers of the university did not relate very well with other members of the organization which consequently affected the organization’s goals (Dyck 2010, 18) on the contrary multistream leaders nurture workplaces where the focus on financial and productive goals is balanced by the focus on healthy social relationship, and where self-control is necessary to foster care, and compassion (Dyck 2010, 18).
The poor leadership of Tirana’s University effected the productivity of the organization and was reflected on enrollment decline and quality of education
University of Tirana and Controlling
University of Tirana is owned, controlled financed by the Albanian government, therefore Tirana’s university goals and strategies were limited and controlled by the government which created and set rules regulation, policies and standard operating procedures to bureaucratically control the behavior of the members and stakeholders of the organization (Dyck ,2010, p 20) ,comparing to mulistream managers, control goes beyond simply ensuring that organizational directives are followed and the real focus is on overseeing the values and the sense of justice.(which guides organizational behavior) ((Dyck ,2010, p 20).
Because the majority of actions were taken by the state on behave of citizens and taxpayers some logical questions rose: How well this state’s actions represented citizens and taxpayers interest? Was the state doing the right things on education sector? How stakeholders could monitor the state’s performance and could hold it accountable for its actions? All above
questions had to be determined by governance, management, and accountability arrangements (Berryman, 2000).
In contrast, the philosophy of USA system is that the government must be limited and control of schooling ought to primarily rest with states and local communities. The USA government role in education is limited but critical as a partner to states and localities (Education in USA, 2000).
University of Tirana and its Stakeholders
In 1989, groups and/or individuals within or outside the University of Tirana [who were directly affected by the organization and had a stake in its performance (Dyck 2010, p.14)], consisted on: government (owner), ministry of education, professors and academic staff, students, suppliers, community). Unlike multistream approach which concentrates on multiple forms of well-being for multiple stakeholders, University of Tirana was mainly paying attention to materialism and individualism (Dyck, 2010, p. 14). Competitors did not exist as stakeholders since University of Tirana was the only university for the Albanian country. Today this organization faces other competitors (state and private) but continues to be one of the major education organization controlled by government.
Students as Stakeholder
It was student’s responsibility to plan their activities during the hours that they did not have class, and university never assumed its role as loco parentis. The only way a student could access various resources was the library. The homework was have expected to be done daily outside of school and a great responsibility was assumed by students for their extremely independent study. It was no use of automobiles by students they were limited to bikes and public transportation (Noack, 1999).
Teachers as Stakeholder
Teachers assumed complete responsibility for advancing their training and education. They worked on low- medium salary even though they were on the list of the “most respected “professionals. It was a long list of requirements for university professors. It was no written
contract between the teachers/professors and government and they were required to be in school only when they had classes and meetings from Monday to Saturday from 8 am to 3pm (Noack, 1999).
Government as Stakeholder
In Tirana’s University the government was the dominant stakeholder, governing the relationship between stakeholders operated by the community (Berryman, 2000).
The government was fully responsible for the salaries of teachers. Ministry of education (part of the government) was in charge of hiring and firing teachers/professors. Coordination, communication, and consultation were provided by the office of the state minister of education. The role of the public in public education was zero. Community as Stakeholder
Community’s responsibility was to maintain the educational facilities. University was a function of local government like the police department, parks and recreation department etcetera. It was the community (not the school) who had the responsibility to fill the vocational needs of all residents. Facilities such as Gym, library were operated by the community (Berryman, 2000).
University of Tirana and Macro Environment
Tirana university was specifically influenced in its performance by two key elements (out of four) of macro environment a) Economic environment, and b) Political – legal environment (Dyck 2010, p.68) Influence of the Economic Environment
Tirana’s university was influenced in many directions by the economic and politic system of Albania which caused an extreme isolation of the organization from the outside world. Financial resources utilized and distributed within Albanian country and University of Albania were very restricted. The unemployment rate was not very high but the average wage was under poverty limit and controlled by the socialist government. In 1989 there were no loans given by Albanians bank, no private cars, no student loans and the inflation rates were very high (Dyck ,2010, p.76). The unclear future of Albania made it very difficult for the government and University of Tirana to make informed decisions and investments even though the university was continuously attempting to deliver a high quality education (Tsaconas, 2002, p. 12).
Influence of the Political – Legal Environment
Even though a socialist country, Albania had a tendency towards rational capitalism emphasizing on rational contracts, income equality, and lower unemployment. But laws rules and regulations implemented by the Albanian socialist government were very strict and standard (Dyck, 2010, p.75). The Albanian constitution defines the right to education and also describes it as a national priority. Article 3 of law for education states: Article 3 of the “Citizens of the
republic of Albania enjoy equal right to be educated at all levels of education stated by this law ,regardless of social status, nationality, language, gender, ,race, political convictions, health and economic level”. According to the Albanian constitution, educational policy is determent by the Government and passed by parliament. Education laws are originated at the MES and examined by the parliamentary committee of education and culture. The education policies were defined by the council of ministers (who had the highest authority in the country) and were implemented by the MES. It was MES responsibility to ensure that the rights of citizens in terms of law were respected (Tsakonas, 2002, p.13). Also MES holds the responsibility for primary secondary and tertiary education and training Pre-university education was the fundamental legal basis for education.
Influence of Social Structure
Albanian social structure made it difficult to mobilize Tirana’s university managers to pursue common goals. Social relationships in Albania were structured around families, and the non-kin relationships that structure communities and civil society in other countries are relatively underdeveloped. Common acquaintance, rather than shared interests or activities, were used to define community. Given the history of forced cooperation during the socialist period, managers were hesitant to combine forces to demand voice or to work together on joint projects (Tsakonas, 2002, p. 2002).
University of Tirana and Decision Making
One of major factors that influenced the performance and productivity of University of Tirana was the incompetence of the management to contain an effective and efficient decision making process. Managers of this organization were not very effective on identifying the need for decision, developing alternative responses, chose the appropriate alternative or implement the choice (Dyck, 2010, p. 200). While managers of Tirana’s University were interested on
identifying the problems just to improve the bottom line and overcoming residence through selective participation, multistream managers are interested on identifying problems to improve various forms of well-being and ensuring an ongoing participation (Dyck, 2010, p. 200). The process of decision making was a challenge for university of Tirana management also because of the limitations such as: a) the authority factor, the high level of hierarchy. b) Human factor, the low consensus and knowledge among members. c) Technological factor, the absentee
of the right technology. d) Economic factor, high level of poverty, low wage, absentee of student loans (Nelson, 2009). For instance Management of university was unable to develop alternatives, make any decision with the regards to its curricula. even though the management realized that the university curricula was far too heavy for student (requiring 28- 32 classes per week ) and all the stakeholders had expressed clear dissatisfaction with existing curricula finding it very unattractive and inadequate for the local and European labor market (Spiro, 2003)
Choosing the Appropriate Alternatives and University of Tirana
Choosing the appropriate alternative is the heart of the four –step decision making process, where the two key factors (in which this choice depends) are goal consensus and availability knowledge (Dyck, 2010, p.207). Tirana University was in need of an extensive consensus about its goals and a reform strategy which was going to help stabilize efforts for improvement. These efforts were constantly threatened by changes in governing parties and frequent changes in leaders /managers of the organization, where every new leader /manager and his staff
attempted to reform Tirana university by utilizing his vision and ideas without even considering an adequate debate with members of the organization .
One characteristic of University of Tirana was implementing and not leading, there was no evidence of consensus during the implementation of various reforms and strategies. The management of this organization had no clear vision on how to improve its performance and its organization’s performance. Tirana university was making little progress and improvement because it lacked the basic functions required to do so effectively, such as organizational arrangements that force contestability of priorities .The organization had difficulties to measure and enforce quality, and realize the need of reorganizing accountabilities rather than
hierarchically enforcing rules. Tirana’s University management was characterized by random decision making (low consensus, low knowledge). Most of this organization’s practices were
exported by Albanian communist government after World War II Soviet models and unfortunately were still unconstructively affecting its performance (Grant, 2000). Chaotic, mimetic decision making was dominant during the decision making process, managers could not reach an agreement on organization’s goals and had no knowledge about how to reach the goals (Dyck, 2010, p.211).
University of Tirana Mission and Vision
Tirana’s University Mission
Mission of Tirana University is to offer the community valuable service on education sector, to increase the quality of service and in particular the perfection of the level of teaching and research achieved through constant and effective communication with all members of organization (specially students).Prandaj ai është promotor i elitës studentore, të cilën e ndihmon me forma nga më të ndryshmet, duke nxitur edhe funksionimin e mirë të përfaqësive studentore, që studentët, si një nga grupet kryesore të interesit në arsimin e lartë, të jenë pjesë e procesit të vendimmarrjes. This organization attempts to promote the elite of student by promoting the participation of students on the decision-making process since they are one of the main organizational stakeholders (University of Tirana www.unitir.edu.al). Stafi akademik i kualifikuar dhe me përvojë, që ka merita për arritjet e shkëlqyera në fusha thelbësore të jetës shoqërore, si mjekësia, ekonomia, drejtësia, filologjia, sociologjia, shkencat natyrore etj.
Tirana’s University Vision
University of Tirana will constantly try to be everywhere and at any time the best and will strive to expand and modernize facilities, laboratories, libraries and reaching to the construction of a university campus. Furthermore University of Tirana is focused on becoming a regional actor and to integrate the great European family (University of Tirana www.unitir.edu.al).
University of Tirana and Strategic Management
Strategic management utilized by University of Tirana had a top – down tendency, which emphasized on its content and is designed to achieve acquisitive economic goals. Management of this organization continuously attempted to maximize University’s competitiveness and its proprietor’s wealth and to implement strategy by utilizing a top-bottom approach, (in contrast with multistream approach which strives for a healthy competition and utilizes a bottom - up approach on implementing the strategy) (Dyck, 2010, p. 288), but many its efforts were unsuccessful.
Weaknesses of University of Tirana
Analyzing weaknesses of Tirana’s university (as an internal factor) is important since this analyze brings to the surface the resources and abilities that this organization lacked to do well ( Dyck, 2010, p. 260). The list below concentrates in some of this organization’s week spots.
1-The Teaching Methods employed and the methods whereby professors evaluate students were seriously outdates.
2-The old traditional style of teaching, constituted serious danger for the labor market relevance of the degrees awarded by the university.
3- There was a disproportion between compulsory courses and optional, free elective
courses which delays the development of active learners and constitutes a danger for
student mobility ( Spiro, 2003).
4-Enrollment rates in University of Tirana were continuously low.
5-Educational quality was problematic specially with the political system change and
modernization of the economy.
6-There was no financing plan to assist students in need.
7-The procurement of inputs such as textbooks and the organization of processes such as in-service training were inefficient.
8-The organization was highly centralized and vulnerable to political instability. Its management represented a major barrier to improving educational services.
9-The class sizes in Tirana University were relatively high.
10 -The teacher –student ratio was elevated.
Table 2. ( Berrman, 2000 ). Student Teacher ratio 1989-1998
1989 | 1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | |
Whole country | ||||||||||
Average | 20.3 | 20.2 | 17.9 | 16.1 | 16.2 | 17.4 | 17.4 | 17.8 | 18.4 | 18.7 |
Tertiary Education | n/a | 15.3 | 15.5 | 19.5 | n/a | 18.8 | 18.9 | n/a | 22.7 | n/a |
In contrast, student/teacher ratio in USA increased between 1990 and 1995 and then declined in 2003. In every year from 1990 to 2003, the student/teacher ratios in USA tended to be higher in schools with larger enrollments than in schools with smaller enrollments (Tatomanova, 2005, p. 8).
Improvement of University of Tirana requires a better management and a better financial plan. However currently, in contrast to many other universities, University of Tirana is initiating
attempts to deliver efficient educational services, as measured by its use of educational staff and infrastructure (Berryman, 2000).
University of Albania and Centralization
In Tirana University, stakeholders largely viewed the schools as institution divorced from the community and functioning primarily as agent of the state. Socialist régime fully instituted this
organization which was fully controlled by the state and MOES. The education process of university has been consequently disrupted as the political power shifts within the government.
In this centralized structure, University, professors, students had little autonomy or authority.
University administrators, (most of whom have had no specialized training and most of whom have had no specialized training) were limited to day to day management left with little power to arrange resources, assign tasks and direct the activities of other members, therefore their help into achieving organizational goals was very limited ( Dyck ,2010, p.301). They had no input into curriculum design or stuffing and knowledge of organization’s budget. Most of university stakeholders had very little voice in the education process. All principals and parts of the teaching staff were decided by party or social group association, rather than by professional qualification.
School related decisions and actions were results of personal relationships and connections. Parent’s stakeholders had no voice on the Tirana’s university activities, performance. They had no influence nor did they have the right over curriculum or course content. This high level of centralization has influenced and continues to negatively influence Tirana’s university achievements, therefore in today’s modern world it is fundamental for Albanian government and Tirana’s university to view decentralization of education as a means to improve administrative efficiency, school effectiveness and quality of education (Clothey, 2005).
University of Tirana and its organizational structure
Tirana’s university is characterized by a relatively high level of standardization, specialization, centralization and a clear tendency to favor functional departmentalization (Dyck, 2010, p. 328). Most decision making was concentrated at the top level of organization and government and strict rules, regulation control tightly organizational members’ activities and decisions, whose behavior is predetermined by standard operating procedures and other well- defined routines (Schminke, 2001).
As a defender type organization Tirana’s university operated in a narrow segment of a stable environment, followed by a cost leadership strategy and relies on a single core (Dyck 2010, p.337), inefficient technology which was result of low wages, and little competition( Linsu,
1986). It seems critical for this university to move from bureaucratic context and solid disciplinary unit to an organizational context that supports collaboration among stakeholders
who are willing for and for so long attempting to work collaboratively but are locked into institutional structure and cultures that reify and reinforce individualistic work (Kezar, 2005).
What needs to be done?
Improve Quality
Albanian student are looking for quality education that gives them marketable skills. Professionalizing teachers by demanding more training and /or develop new, more effective licensure requirements could positively influence a remarkable improvement of educational quality (Thornton, 2007). Simultaneously, University of Tirana must also manage programs that will facilitate student’s strengths, foundation skills in the context of learning marketable skills.
Increase Enrollment Rates
Albanian student are looking for quality education that gives them marketable skills. Increase enrollment rate .The decline in University of Tirana‘s enrollment rates reflects demand and supply. On the demand side enrollment rates are down because of the perceived value of education has declined and the opportunity costs of schooling have risen. On the supply side, fiscal constraints have reduced the resources available to the point of undermining quality.
Enrollment is positively related to quality of education, therefore to improve quality the focus must be on curriculum, textbooks, professors, knowledge and skill.
Reconstruct University of Tirana
Reconstructing this organization towards an unified and decentralized organization is vital for University of Tirana. This reconstruction of organization will possibly provide the flexibility required to respond to market demand, allows the use of decentralized, corporate – style management, and maximizes the revenue generation. Creating a new university board and assigning oversight will be one way of fixing this organization structure, also developing a valuable, well organized feedback system would be another solution to boost Tirana’s University success and progress (Thornton, 2007).
Formulate and Apply new Strategies
Consider new strategies and identify the factors that will make a difference in its educational quality, financing, management and accountability. Create a better environment favorable for investors and explore new financial programs .University of Tirana needs to spend more on professors’ training, professor’s salaries, teaching materials, organization’s maintenance and
introduce new financial ways available to its student besides federal loans and federal grants (for instance scholarships and private loans). The organization needs to break its tradition of non-
involvement of other stakeholders by collaborating with them to set priorities, develop improvement programs and restructure new strategies.
University of Tirana needs improvement on policy planning, financial management, program planning and monitoring. Organization management should be held accountable for the performance of the organization simultaneously they must also be given power over decisions that affect their ability to deliver on this accountability. To take on greater responsibility they
should receive training on university management, fundraising, budgeting, and efficient use of resources.
Collaborate with Stakeholders
In order to build trust in a society characterized by prevalent suspicions of outsiders the management of University of Tirana must collaborate very close with its stakeholders. For instance student tend to explain grads, university admission and other forms of evaluation by claiming that favoritism or prejudice occurred .Since perceptions are as important as reality, it is
not only important that transparency and accountability exist, but they must be seen to exist to counter prevailing tendencies to explain events in terms of corrupt activities, even when
corruption has not in fact occurred. University of Tirana needs to provide credible information on its performance, and make it publicly available through local press, radio, TV, etcetera
Depoliticize and Change University’s Curricula
Curricula of Tirana’s University must be depolarized and changed (Berryman, 2000). Also changing old textbooks and adding computer aided - instruction would help students of Tirana’s University to better perform (Thornton, 2007).
After many decades under the strict control of socialist government, University of Tirana now have the unique chance to prove its willingness to shape its future and use all its autonomy to
contribute to its reconstruction in order to meet the expectation of its stakeholders. For instance university of Tirana has to analyze students’ workload and reduce the number of classes per week. Create a better proportion between compulsory courses, optional courses and free elective courses. Especially this organization must reform its management and governance, introduce double degrees and reconsider labor market and employment legislations (Spiro, 2003).
Conclusion
Although Albania’s economic crises and social stability have fostered a climate of accommodation and passivity where conflicts, punishments, sanctions, and criticism are avoid there is potential for not only improvements on University of Tirana as an organization but also for an general improvement throughout Albanian country (Berryman, 2000). In spite of the fact that University of Tirana suffered from the negative influence of Albanian’s economic, politic, social crises, its improvements are very promising as country progresses towards a globalize economy and EU accession (Tsakonas, 2002).
The road toward this organization’s improvement will require efforts and collaboration from all stakeholders, new strategies and an organizational restructure. The significant change of Tirana’s University is going to require high level of communication, coordination, money, and continues organizational reassessment and realignment. Moreover this organization must ensure a wide commitment (from all its stakeholders) to continues, gradual improvement (Thornton, 2007), but according to Tsaconas (2002), Tirana’s University is prepared and motivated to face the challenges of the new century (p.58).
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