1.1. This is not like a Rotary's ego-lecture but democratic sharing of leadership concerns. (Ref. Gabarro & Kotter, 1979)

1.2. It is a follow-up of the Paris 27-29 April 1998 opportunity and our ritual (tradition, initiation, identity, socialization, consolidation) & opportunity for "Aristotelian" friendship

1.3. This document framed mostly in negative form because of the principle of "concern" rather than "description" (cf. problem as "deviation" from goal)

1.4. This document includes "history", but not yet cast in the form of system (we should live as we teach). Cf. dept's board's 980602 on "longest discussion on decision about the smallest cost-item"

1.5. No perceived need to justify myself, and I acknowledge appreciation and gratitude on occasion of 60th birthday celebration

2.1. Systems approach?: Undergraduate, graduate, research, external society, and T/A administration or rather system management (for external societal relations and "tredje uppgiften", cf. Bok, 1982 but also The Economist, "Unscientific readers of science", May 9th 1998, and Bourdieu, 1996)

2.2. The sense of mission (Newman, 1885; Ivanov, 1984). Ethics and sense of good truth vs. management fads and surface (cf. incentives "incitamentstrukturer", manager vs leader and mentorship, pedagogical and quality programs, equal opportunity and affirmative action, internationalization, physical and psycho-social environment including stress, the third external-society university task, summer-university / sommaruniversitetet, etc.). Cf. anslagsframställningar and reference list below

2.3. Chairman's-experiences, very personal:

3.1. Compare the specification in handout for seminar on graduate education 980408

3.2. Big rhetoric with national and international (e.g. EU) money, centrum formation (centrumbildningar & imperiebyggen, cf. close brother disciplines and other locations), conference-installations, buzzwords, grand visions or mission statements beyond commitment to systems design and in our dept. brochure plus our papers

3.3. Increased thruput in graduate education

3.4. Completion of draft for five-year departmental policy (March-September 1996)

3.5. Follow-up of all planning-days reports whenever available (but cf. tjänsteavräkning, infranet, new GrU, arbetsmiljömatris in my "Public" folder, etc.)

3.6. Extended relations to other Umeå depts. and to other brother/sister departments in Sweden beyond a few small-scale projects

3.7. Internationalization (cf. Gent and Hull-attempt), but successful establishment 1986-1998 of international research network

3.8. Personnel-meetings: more frequent (but beware of discontent like for earlier time-consuming bureaucratic "information" meetings)

3.9. Utvecklingsssamtal (IBM 1964) encouraged but scheduled only after priority (as our dean, and avoiding ritual with no degrees of freedom). Seen as a minor aspect of a much more important future plan for personnel development (cf. daily personal contacts, tjänsteavräkning-policy, socialization of foreign recruits, and in general, "arbetsmiljö in draft for 5-years' dept. policy)

3.10. Evaluation and follow-up of the departmental library and of use of internal report-series

3.11. *Completion of self-evaluation of undergraduate education 1992 and own initiative for self-evaluation of research and graduate education (external initiatives are imminent). But the 1995-96 year's reform took care of most content of possible criticism

3.12. *Periodic collective reviews and self-appraisals of ongoing research projects and future research plans (handledarnämnd developing into forskningsnämnd?)

3.13. This last spring 1998: delayed updating of our departmental brochure and Web-presentation, and no updated contribution to the faculty's brochure or to faculty's catalogue of faculty-wide graduate courses

3.14. Exploitation of Heinz Leymann's adjunct professorship in research and education (sickness)

3.15. **No follow up of the question of IT-responsibility and IT-organization for the department: the department's board did not follow up the 1995 year's decisions in this area (cf. the minutes of my last department board's meeting 980602). Consequences for other issues like distance education and distance work (cf. same minutes). Underestimated problem because today's infrastructure-satisfaction expresses "hälsan tiger still"

4.1. *By us and not by me, and "the other way round": funds raised by individuals are raised by, and belong to, the department Å colleagues. If my former student raises funds, then I am raising funds through him/her. Particular merit of directors of studies, deputy and former chairman, secretaries, and BeG. Tribute to earlier directors of studies

4.2. A whole along three subsystems? Education, Research, and societal contact or third task (plus overall administration & organization including intra-university cooperation)

4.3. Starting from the department's 2-3 bulletin boards

4.4. *Cf. handout for seminar on FoUtb graduate education 980408 and "Brev från professorn"-series together with graduate studies' material in my room, in particular

5.1. **The change or degeneration of the university system (and possible integration of dept. in larger units composed of several departments). An incomplete conception of science and its evaluation is subordinated to opportunistic and supposedly pragmatic-democratic politics of "action-money-success", and therefore:

5.2. *This will in turn show up in terms of decreased interest and receptiveness for scholarly criticism that will mainly be countered by means of build up of political power through national and international (and internet) peer-alliances or, locally, through micro-communities for reciprocal support and admiration ("klubbar för inbördes beundran")

5.3. *Disregard for history, philosophy, tradition, roots, and, in particular, evaluations as opposed to endless iterative "descriptions" of technique and its "consequences". Cf. Kantian systems (Churchman 1971), and aesthetics (Kant 1790/1987), Panofsky (1955), Francastel (1956)

5.4. **Churchmanian pragmatist systems design as an alternative to unconscious eclecticism or postmodernism will continue providing a basis for appreciation, criticism, and further development of new research trends like neo-romantic design, new institutionalism, etc. Cf. my attempts to put this in evidence through <Chu-71 DIS-Index> in my public folder (earlier version linked to my homepage)

5.5. *Post-postmodern academia vs increased power of money and technology: research as mass-media and web-edutainement or networking. Increased market-oriented or customer-oriented flexibility in science and funding in the form of weathercock (vindflöjel) sensitivity to guru-fads and fashion-waves or, alternatively, increased eclecticism (or "smörgåsbord-principle") in offering academic "products". Consequent watering-down of the concept of academic "discipline" and academic competence (evaluability)

5.6. Recurrent and more frequent "reforms" and decisions (esp. government's) about universities' environment, and possibly our decisions, will tend to be less analytical and more politically intuitive disregarding consequences and emphasizing short-run will or desire. So-called decentralization to departments will imply also higher echelons' abdication from and delegation of responsibility for local conflicts caused by forced local priorities in use of scarce resources

5.7. External expectations or requirements for grand design of departmental research visions, policy, or mission statements (that per-se could be reasonably attempted e.g. in the spirit of reasonable research-consultants gurus like http://www.peterkeen.com)

5.8. The latest (effective 980401) reform of graduate education SFS 1998:80 (change of 1993:100, www.riksdagen.se/rixlex/index.htm) as it affects recruitment will be implemented with minimum possible impact on today's praxis

5.9. *General recruitment problems (e.g. for Skellefteå and decentralization, vs. competition and big money)

5.10. Fluctuations of personnel balance/övertalighet (student demand and popularity of IT-domains & funds availability): increased burden in teaching (dean's statistics), lower quality in competition and therefore

5.11. More unstable and controversial negotiations for balancing of priorities for internal budget, and requirements for tighter budgetary follow-up

5.12. Office space shortage (cf. continental Europe's universities)

5.13. Pressures for our increased competitiveness by marking-out preserves or profiles (e.g. HCI, VR, IT & Learning), and establishing networking and "centrum" initiatives of questionable value requiring increased bureaucratic overhead (cf. the necessity to evaluate the recent proposal for joining a "MIT-Centrum" in our office building)

5.14. Harder external bureaucratic follow-up by faculty and VHS with questionable burdensome reporting of activity-indicators

5.15. Pressure for increased educational thruput —>lower quality and lower undergraduate and graduate goals. Cf. the inflation of revenue per study-place (urholkning av tilldelning per årsstudieplats). Consider that higher salaries may mean more work for a smaller work-force (and possible firings in future downsizing)

5.16. Increased bureaucratization and meta-activities (quality, pedagogy, equal opportunity & affirmative action, internationalization, environmental care, third task)

5.17. *Increased downlevelling competition with smaller university-colleges, and other computing or media-related departments in the university, coupled to decreased competitiveness towards state-supported elite-universities (cf. French grandes-écoles)?

5.18. Increased internal competition within the university for scarce resources in face of external competition with other universities and research institutes: consequent attempt by our university to identify developmental areas (identifiera utvecklingsområden & "profilering") implying concentration of resources on certain departments or local centers while other departments may be dismantled or limited to undergraduate education without research. Denial of the idea of a uni-versity

5.19. Increased opportunities and pressure for external funding paired with increased permissiveness (de-regulation) for local initiatives and organizational settings

5.20. Increased pressure on, and "burn-out" of departmental management-leadership

5.21. More money available for funding IT-research until IT is absorbed by the dominant political (including research-political) structure and IT-education is increasingly proletarized or government questions profitability or political opportunism of universities

7.1. *Personal Å departmental sacrifice (anxiety and workload, neglected research and research funds, neglected to follow-up technology development, some natural managerial loneliness or isolation, and missed social-personnel contacts) vs own limitations and limited recognition (e.g. ref. to supervisory authority vs "own" research funds)

7.2. Painful but clear Jungian-Christian consciousness of own limitations and need for action framed in Kantian-Aristotelian prudence-phronesis (vs. "Chinese" bricolage-improvisation): cf. Hatchuel's station-master (in his book "Experts in organizations")

7.3. Case of death (Peter Ottosson 1986), personal relations, separation from Computing Science, E-mail "flaming", reform of GrU undergraduate education 1995/96. But I was spared pressures of economic "downsizing" and press-scandals or psychosocial conflict-catastrophes!

7.4. **Maintenance of psychosocial environment: underestimated difficulty of unfortunate "incentives" and maintenance of trust (iceberg base work for apparent surface peace): ONE only event (e.g. secrecy or exclusive groupings, withholding of controversial information for "fait accompli", illegitimate exploitation in publications, or 3rd party criticism) may destroy 10 years' build-up of trust or reputation. (Cf. Ivanov 1991 on humanistic computing science HCS, 3rd ed., pp. 55-76 & Huemer 1998 pp. 64, 102f, 109f, 125 and 360, and difference between integrity and secrecy). Criticism of seminars or supervisors in 3rd party form (A criticizes B when talking to C; cf. "Cooperative work: examples of problems" in my HCS-paper 41.91, 3rd ed., pp. 55-76)

7.5. The painful and dangerous feeling of "betrayal" when noticing that other national or even foreign communities are better informed about what is going on here with us in matters of education and research than our own community and management is informed about. Cf. my dictum that "anything which is sufficiently good or interesting to be known by 'strangers' should be sufficiently good and interesting to be known by our colleague next door"

7.5. The statement by one former colleague at the department that "if things were done as I say they should, and if I/we did not need to spend effort and time (meaningless bureaucracy due to ignorance and incompetence) in convincing our colleagues and the management that I am right, then some most important problems would be solved in no time"

7.6. Unfavourable reception of my suggestion that we do not apply for compensation with travel expenses allowances beyond actual expenses, and my questioning of salary compensation for difference between doktorandtjänst and adjunkt: the department's temporarily favourable economy clashes with different conceptions of social ethics and own conscience?

7.7. **Passive "political" response to criticism or outright disregard (vs. rejection) of criticism in papers or dissertations while preferring to build alliances (cf. HCS-paper ref. above) or working in secrecy letting critics face "faits accomplis" irreversible accomplished facts. This includes cases of doctoral disputations where the defendant (respondent) shows lack of interest for or sheer avoidance of available criticism (e.g. by opponent and members of grading committee) suggesting that earlier responsiveness was forced by dependence relationship. Cf. danger of "ego-inflation", below

7.8. *Students' expectations of my tolerant support despite of not following advices and opting for superficiality. Perceived tendencies towards a sort of a (psychoanalytic) revolutionary "father-murder" after disputation, that may be favourably interpreted as legitimate (Jungian) "puer-senex" conflict for independence. Less favourably it can be seen as dangerous "ego inflation". It leads, however, to my questioning the long run meaning of efforts for producing new doctors: if not regarded in terms of (biblical) Ecclesiastes then better to restrict production of doctors?

7.9. *Difficult recognition of some types of chairman's (and director of studies') merits. Chairman's success is achieved through others, and this includes his former students. Their fund raising, however, is achieved through the chairman's efforts to provide for their departmental platform and the professor's effort in having educated them. Cf. Heinz Klein's seminar on publications strategy and former graduate students' "debt" of a couple of co-authorings with the supervisor

7.10. *My increased "fatigue" in perceived lack of motivation or discipline, e.g. last May's e-mail request for feedback with results of supposed group-work in Paris with suggestions for improved graduate education, or feedback with material for verksamhetsberättelse. I would expect at least acknowledgement and response about no response

7.11. Statistics­quality, strong vision ­ good vision, and democracy ­ majority (ex ref. Tage Lindbom): the crisis of leadership and leaders as (civil) servants or scapegoats

7.12. *Possible problems in composition/structure of proposed in elections to dept. board: it is absurd if available experience is not utilized because of streamlined consensus avoidance of possible divergence of judgements. Need of balance between knowledge and influence (not to be covered by obscure "responsibility")

8.1. *Background: 12 years' 50% chair +25% professorial administration & teaching (disregarding overtime) vs 50% research privilege (vs. 4 years' DrTjänst/FoAss or 6 years' docenttjänst or lektorat med forskning) = 40 years' sabbat). Perceived accumulated overtime (>40% integrated with "hobby" of weekend and summer-research) seen against the background of never having had doktorand- or forskarassistent- or docenttjänst: Credit of chairmanship Å having worked and working for and through others (fund raisers are department's fund raising): >50% (chair) x 12 years equivalent to fund-raising efforts.

8.2. Heal split-mind, need for concentration & reflection, Ecclesiastes' fatigue or scepticism vs. postmodernism, priority among too many visions Å "hinge" (grundbulten). OK Jungian puer-senex dialectics vs Sokal-dialectics (Bricmont & Sokal, 1997). Cf. USA recommended praxis for maximum 3-4 years' chairmanship for no "burning-up" of academic career. Why longings for retirement: to (re)-start research and education

8.3. *August 1999-October 2002: mainly research prof.: no ego-trip vs. graduate/undergraduate/external burden but rather recovering neglected ethical responsibilities for collective and institutional (university) long-run benefit (completed military/civil service, minimum responsibilities). Today too much doing and writing (and technical hacking) vs listening and thinking (D.Juán's and publish-or-perish syndrome vs action research/third task vs ivory-tower science, cf. Bourdieu 1996, pp. 69ff, 88ff!)

8.4. Electronic engineering —> systems design (& psychology/economics/political science) —> Hypersystems HySy/B&R—> Practical philosophy —> Ethics & religion —> Neo-romantic design vs China as in ECIS'98 with Ciborra

8.5. **I will avoid RE-actions to low-quality works but go direct to high-quality intellectual work vs. WHY-NOT strategy. Limited attempts to publish in journals vs key (grundbultens) "the book" (Åafter retirement): dedicate to students and colleagues whose orientation I judge promising in an ethical sense, or in line with mine, vs my earlier "let 1000 flowers blossom" (but no more watering!). Yet probably trying (even "surgically") to keep systemically together department's research (cf. insistence on participation in dept. seminars)

8.6. **How religion in the form of ethics permeates empirical and theoretical, and lately aesthetic neo-romantic scientific work. More than Heideggerian questioning of technology, and therefore

8.7. **MY VISION? Christian-Jungian rationality vs. rationalities, theology and technology (Mitcham & Grote, 1984) in relation to re-instated formal science vs economics and politics of IT exceeding "design". IT ­ "technology". "The central question, even in the philosophy of technology, is ultimately theological in character" (page v)

8.8. *No courses before VT-2000? (D9 on Chu71 delegated) except for possible seminar series Å course, and keep off administrative responsibilities. The most will be done for inheritors/heirs, not for interesting "aesthetics" or curiosity or statistical influence. Dream of more personal relationship with graduate students (like 1985/86 initiative of home meetings) and better support to my research colleagues.