For several years, the costs of this support have risen faster than revenue. This reduces the financial scope for education itself. Lund University is not alone in this trend; similar challenges are being faced by several other higher education institutions. To safeguard the quality of education, we therefore need to examine how our shared resources are used and whether support for education can be organised and delivered in a better, more efficient way.
The issue of the finances of education and the development of support has been under discussion within the University for some time. Several parts of the organisation have contributed knowledge and supporting data, which has provided a broader picture of both cost trends and the conditions for support for education. Against this backdrop, I decided in early September to carry out a comprehensive review of support for education across the entire University.
The comprehensive review is to cover support for education at all organisational levels and provide a unified, evidence-based picture of how the support works, what drives costs and where resources could be better utilised. Working methods, organisation, digitalisation and the use of AI are all part of the remit. Comparisons with other higher education institutions will also be made. Professor Eva Åkesson has been appointed to lead the project.
Work is now beginning with a survey and analysis. This is to be carried out in consultation with faculty and department management, administrative services and the student unions. Experience and knowledge from within our organisation are important for understanding both what is working well at present and what may need to be changed. It is not just a matter of identifying potential savings, but also of assessing the consequences and ensuring that support for education continues to function effectively.
An interim report is to be submitted in December 2026. The final report is to be submitted by 31 March 2027 at the latest and must contain specific proposals, estimated savings and impact assessments. This is followed by the University’s usual consultation and decision-making process.
It is important to make it clear that the review is a first step. At present, no decisions have been taken regarding which specific changes are to be implemented. At the same time, we know that the trend in costs means that change is necessary. The task is therefore to produce a foundation for decision-making that is as robust as possible, so that future decisions can be based on facts, dialogue and a thorough assessment of the consequences.
A key principle is that changes should not result in more administrative work being shifted onto teaching staff. On the contrary, any opportunities to reduce teachers' administrative workload should be seized. The aim is to free up more resources for education whilst ensuring that effective support is provided for both teaching staff and students.
Change within a large organisation requires both careful consideration and an understanding of day-to-day operations. The comprehensive review should therefore be carried out in stages and in consultation with the relevant parts of the University, with a focus on developing workable solutions. This is how we can create long-term, sustainable solutions and ensure that our shared resources are channelled into education as much as possible.
/ Erik Renström, vice-chancellor
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Comprehensive review support education
