1. Information Technology in Higher Education: Critical Success Factors ISP 499z Jennifer Powers February 3, 2003

2. 2.3.03IT in Higher Education Stakeholders: Who are involved?  Students  Traditional  Non-traditional  Parents  High schools  Faculty  Library

3. 2.3.03IT in Higher Education Stakeholders: Who are involved?  Administrative computing  Academic computing  Budget office  Admissions office  Employers

4. 2.3.03IT in Higher Education Issues: Whose got what?  Students & parents--expectations (learning, employment, costs)  High schools--preparation  Faculty--expectations  What is expected of them by administration (tenure & research)  What can they expect from their students (teaching)  Library  What is expected of them  Who’s in charge of the university system

5. 2.3.03IT in Higher Education Issues: Whose got what?  Administrative & academic computing  Who’s in charge of the systems  Budget office--declining budgets, increasing costs  Admissions--student and employer expectations  Employers--expectations

6. 2.3.03IT in Higher Education Issues: How have they changed?  Students and parents  High schools  Faculty  Library  Administrative and academic computing  Budget office  Admissions office  Employers

7. 2.3.03IT in Higher Education Change: How does it happen?  Unfreeze  Change  Refreeze  What changes need to be made?  Who is most affected by the changes?  What does this mean for IT in higher education?

8. 2.3.03IT in Higher Education Critical success factors: What must go right?  Critical success factors … are the few key areas where “things must go right” for the business to flourish. (Rockart 1979, p. 85)  Perspectives  Students/parents: learning, employment, costs  Faculty: teaching, tenure, research  Administrators: service, costs  Employers: employees

9. 2.3.03IT in Higher Education CSFs: How does IT come into play?  Students  Customized learning  Job skills  Lifelong learning skills  Faculty  Communication with colleagues  Teaching methods

10. 2.3.03IT in Higher Education CSFs: How does IT come into play?  Administrators  Customized services  Reduced costs  Employers  Skilled knowledge workers

11. 2.3.03IT in Higher Education CSFs: So what are they?  What must happen for students to successfully use IT?  Access  Training and support  Communication  Cooperation

12. 2.3.03IT in Higher Education CSFs: So what are they?  What must happen for faculty to successfully use IT?  Training and support  Communication  Access  Cooperation  Rewards

13. 2.3.03IT in Higher Education CSFs: So what are they?  What must happen for administrators to successfully use IT?  Communication  Training  Financial plan  Leadership (CIO)  Strategic plan  Cooperation

14. 2.3.03IT in Higher Education CSFs: So what are they?  What must happen for employers to successfully use IT?  Communication

15. 2.3.03IT in Higher Education Measurement: How do we know it worked?  Students  Jobs  Faculty  Tenure  Publications  Administrators  Graduates  Research  Employers  Employee turnover

16. 2.3.03IT in Higher Education Critical success factors: What did she just say? PerspectivesStudents --learning --employment --costs Faculty --teaching --research --tenure Administrators --service --costs Employers --employees IT impactsCustomized learning Job skills Lifelong learning skills Communication Teaching methods Customized service Reduced costs Skilled knowledge workers CSFsAccess Training/support Communication Cooperation Training/support Communication Access Cooperation Rewards Communication Training/support Financial plan Leadership (CIO) Strategic plan Cooperation Communication MeasurementJobsTenure Publication Graduates Research Employee turnover

17. 2.3.03IT in Higher Education CSFs: So what matters most and what is being done about it?  Communication  Communicate IT plan to everyone  Explain why IT is important, especially to those not interested  Different teaching approaches according to different teaching–learning processes  Provide hands-on training

18. 2.3.03IT in Higher Education CSFs: So what matters most and what is being done about it?  ODC Ideabook  Ohio Dominican College  Encourages faculty to exchange ideas on how they are using IT  What is UA doing?

19. 2.3.03IT in Higher Education CSFs: So what matters most and what is being done about it?  Cooperation  Hire CIO to provide leadership  Hold open meetings  Conduct focus groups  Reconsider tenure and promotion criteria  Provide funding for faculty to try innovative teaching methods

20. 2.3.03IT in Higher Education CSFs: So what matters most and what is being done about it?  IUPUI (Indiana University/Purdue University Indianapolis)  Promotion and Tenure committee now includes additional criteria  Provide time off for faculty to devote to IT  What is UA doing?

21. 2.3.03IT in Higher Education CSFs: So what matters most and what is being done about it?  Training and support  Have experts available for consultation  Offer workshops for students, faculty and staff  Teach students how to learn from computers and video presentations  Develop ongoing budget  Establish Center for Technology in Education

22. 2.3.03IT in Higher Education CSFs: So what matters most and what is being done about it?  IUPUI  Provide electronic and traditional resources, consulting services, meeting space and funding  What is UA doing?

23. 2.3.03IT in Higher Education Discussion: Drucker’s prophecy?  In 1998, Peter Drucker thought that IT was about to revolutionize education.  What, specifically, did he think would happen?  What has or has not happened yet?  Do you think, with more time, some of his ideas will come to fruition?