1. EDUCAUSE Data, Research & Analytics Leah Lang, EDUCAUSE CSG January 2012 ©2012 EDUCAUSE 1

2. EDUCAUSE DRA Staff ©2012 EDUCAUSE 2 Susan Grajek VP for Data, Research, and Analytics Toby Sitko Managing Director for Research Pam Arroway Senior Statistician Eden Dahlstrom Senior Research Analyst Leah Lang IT Metrics and Benchmarking Specialist Data Visualization Specialist Senior Research Analyst Managing Director for Analytics

3. Data, Research & Analytics (DRA) ©2012 EDUCAUSE 3

4. Data, Research & Analytics (DRA) ©2012 EDUCAUSE 4

5. EDUCAUSE Center for Applied Research (ECAR) Established in 2001 to provide research-based evidence to support effective decision making in higher education. Nearly 500 colleges and universities subscribe to ECAR. 5

6. 6 2011 Major Research Studies

7. ECAR 2012 Research Agenda  2012 ECAR study of students and information technology  Cross-institutional collaborations and shared services  Analytics readiness and needs assessment  Service catalogs  Benchmarking user satisfaction  Research computing: key performance indicators and maturity index ©2012 EDUCAUSE 7

8. Data, Research & Analytics (DRA) ©2012 EDUCAUSE 8

9. IT Issues Panel Established in September, 2011 to provide quick feedback to EDUCAUSE on current issues, problems, and proposals across higher education IT. 20 member panel of CIOs, senior IT or library leaders, and faculty ©2012 EDUCAUSE 9

10. Top IT Issues in September 2011 1.Integrating IT with the strategic mission of the institution 2.Using analytics to support critical institutional outcomes such as student success 3.The consumerization of IT ©2012 EDUCAUSE 10

11. Data, Research & Analytics (DRA) ©2012 EDUCAUSE 11

12. Core Data Service (CDS) Benchmarking service established in 2002 to inform IT strategic planning and management. Over 800 colleges and universities Participate annually. ©2012 EDUCAUSE 12

13. http://www.educause.edu/coredata ©2012 EDUCAUSE 13

14. Centralized IT Funding per Student FTE, Adjusted for Inflation 2006–2010 US Dollars per Student FTE 20062010 2008 20062010 2008 20062010 2008 20062010 2008 20062010 200820062010 2008 Note: Bottom of bar = 25 th percentile, line in bar = 50 th percentile/median, top of bar = 75 th percentile. ©2012 EDUCAUSE 14

15. Deployment Maturity: Teaching & Learning Technologies Facebook Distance learning with local students and remote instructor E-portfolios Learning objects Lecture capture Wikis E-books Simulation TRANSITIONING TO MAINSTREAM Document management tools Hybrid courses E-learning (wholly online courses) Distance learning with local instructor and remote students MAINSTREAM EXPERIMENTAL Mobile applications E-textbooks Twitter Open content Gaming In transition Interactive learning Collaboration tools (e.g., Google Apps, Sharepoint) Blogs Experimental Transitioning to Mainstream Mainstream Content management Instruction Social media Content Innovative learning ©2012 EDUCAUSE 15

16. E-Mail ©2012 EDUCAUSE 16 Reasons for Outsourcing  Reduce costs  Increase storage  Access to additional applications Outsourcing Student E-Mail  58% of U.S. institutions are outsourcing student e-mail 65% of AA institutions 39% of BA institutions  16% have plans to outsource

17. ©2012 EDUCAUSE 17 Deeper dive into selected portions of CDS  September: Connecting Student Data from ECAR and CDS  January: Funding Model Archetypes  February: IT Expenses  Future: Help desk practices, IT security practices, Cyberinfrastructure update

18. Focus for 2012 Data Collection  Improve technical functionality  Refine/streamline survey  Start to include service effectiveness metrics  Networks  Enterprise Infrastructure (data centers)  Security Administration  Support Center  Messaging/Messaging Infrastructure (email, webmail, etc) ©2012 EDUCAUSE 18

19. Data, Research & Analytics (DRA) ©2012 EDUCAUSE 19

20. Data Commons Vision The Higher Education Data Commons and Analytics Collaborative A single, integrated resource for higher education benchmarks, outcomes, and analytics: ©2012 EDUCAUSE 20 – IT – Finance – HR – Faculty data – Course data – Admissions – IR – Libraries – Student data – Research administration – Facilities

21. Rationale Analytics can help higher education manage costs and outcomes – Makes sense of complex environments – Can make decisions based on new understanding Implementing analytics is a differentiator between high- and low-performing organizations

22. Rationale Effective analytics requires good data – The right data – Standardized data Higher education lacks good data The government is showing signs of regulatory interest – Common Higher Education Data Standards Initiative

23. IN 2012, We Will PLAN AND BEGIN to BUILD An analytics infrastructure  Serve as a data commons—data we have; can link  Provide specialized data mining, business intelligence, and analytics tools  Offer an intuitive, interactive, and useful interface Good data  Clean data, the right data Analytics services to collect, analyze, and deliver data and analytics Professional development  To build our members’ expertise and capabilities

24. Questions for you What benchmarks are you looking for? What questions could the Data Commons help you answer? Wanna help? ©2012 EDUCAUSE 24

25. ECAR Subscriptions  Subscriptions are being renewed right now!  Or become a new subscriber to ECAR. http://www.educause.edu/ECAR/ECARHome/SubscriptionsandSubscribers/98 ©2012 EDUCAUSE 25

26. Thank you! http://www.educause.edu/ecar Leah Lang llang@educause.edu ©2012 EDUCAUSE 26

27. ADDITIONAL ECAR SLIDES ©2012 EDUCAUSE 27

28. ECAR is Evolving to Increase Value Consolidating and organizing EDUCAUSE data and research activities: Research focus and agenda Research methodology Research products ©2012 EDUCAUSE 28

29. Research Agenda Objectives-based research Actionable results Transparent and responsive agenda Descriptive and exploratory research ©2012 EDUCAUSE 29

30. Research Methodology Method tailored to the issue Shorter, more focused surveys Random, stratified panels Integrated data sources Consistent method applied to all issues Long, time- consuming surveys Opportunistic sampling Data archipelago ©2012 EDUCAUSE 30

31. Research Products Six original studies (and growing) Research hub Plan-to-publish: 4–6 months Core Data “Spotlight” Member-submitted research bulletins Gartner research Four original studies Dissertation model Long report, summary report, case studies Plan-to-publish: 1–1½ years Member-submitted research bulletins Four Burton studies ©2012 EDUCAUSE 31

32. Other Popular Research Bulletins  “How Are Students Actually Using IT? An Ethnographic Study” (Nov. 2011)  “From Learning Commons to Learning Outcomes: Assessing Collaborative Services and Spaces” (Sept. 2011)  “Evaluating IT and Library Services with the MISO Survey” (Jul. 2011)  “Clickers in the Classroom: Transforming Students into Active Learners” (Jul. 2011)  “Doing Academic Analytics Right: Intelligent Answers to Simple Questions” (Feb. 2011) ©2012 EDUCAUSE 32

33. Budding Partnerships Gartner Research: In 2012, ECAR subscribers will receive:  Four IT1 Research Reports (and one in 2011)  Access to over 500 research reports via Gartner’s IT News and Insight service  Invitations to Gartner webinars of particular relevance to higher education ©2012 EDUCAUSE 33

34. ©2012 EDUCAUSE 34  In 2012, NSSE is launching the second pilot of its newly designed survey.  Institutions will have the option to include a new “Technology Module,” which was developed in collaboration with Data, Research & Analytics  In addition, NSSE researchers collaborated with ECAR on developing questions for our 2012 student study.

35. ©2012 EDUCAUSE 35  Data, Research & Analytics consulted on the review of the study methodology.  CHECS reports will be available to ECAR subscribers for free in 2012.

36. RESEARCH STUDY RESULTS ©2012 EDUCAUSE 36

37. http://www.educause.edu/ecaridm1101 All study materials are now publicly available. ©2012 EDUCAUSE 37

38. Identity Management Study  A survey was sent to EDUCAUSE members  323 institutions in the US and Canada responded  Interviews with 55 IT leaders at 43 institutions.  Higher education has made substantial progress in the last five years, but many institutions are still struggling to deliver the full benefits of IdM.  Institutions that report the greatest success have invested in all infrastructure aspects—technical, administrative, and political--required for identity management. ©2012 EDUCAUSE38

39. Five Core Identity Management Elements 39 ©2012 EDUCAUSE Authentication Role-Based Authentication Reduced or Single Sign-On Federated Identity Enterprise Directory The greatest motivator for engaging in identity management is security and privacy.

40. *Scale: 1 = very low, 2 = low, 3 = medium, 4 = high, 5 = very high  For comparison, we calculated each institution’s mean reported capability to deliver the 14 IdM benefits; we called the result the institution’s “capability score.”  Capability score improved significantly between 2005 and 2010.  In neither year did capability score vary significantly by Carnegie class, institution size, or institutional control. Outcome: Identity Management Capability Score 40 ©2012 EDUCAUSE

41. 41 +26% +19% +29% Identity Policies and Practices

42. ©2012 EDUCAUSE 42 Institutions with fully operational implementations reported better IdM outcomes: 1.Getting expected value from IdM projects 2.Meeting expectations about cost savings from IdM projects 3.Reported capability to engage in IdM projects

43. ©2012 EDUCAUSE 43 Demand for cloud computing in the coming year will increase the need for federated ID solutions.

44. http://www.educause.edu/Resources/MobileITinHigherEdu cation2011R/238470 Full report publicly available in May 2012. ©2012 EDUCAUSE 44

45. ECAR Mobile IT Study 925 EDUCAUSE members were invited to respond – Roughly half of EDUCAUSE members invited – Stratified across Carnegie classes Responses were received from 209 institutions – Overall response rate of 23% ©2012 EDUCAUSE45

46. ©2012 EDUCAUSE46 Student- and Public-Facing Services Are Enabled First Services focused on staff are languishing, relative to student-focused services.

47. ©2012 EDUCAUSE47 Maturity for Mobile-Enablement Primary web presence Learning/course management services TRANSITIONING TO MAINSTREAM Library catalog and other library services IT services and support Administrative services for student information Student recruitment and admissions Advancement/development/ alumni services EXPERIMENTAL EMERGENT Faculty biographies and CVs Facilities and space services Payroll and benefits services Financial services Procurement services Health services (institutional health center) Grants management services In transition Administrative services for student information Student recruitment and admissions MAINSTREAM None Emergent Experimental MainstreamTransitioning to Mainstream Main public- and student-facing services Library, IT, and key constituent services Peripheral services for faculty and students

48. On Average, More Mobile Enablement Occurs Where Central IT Spends More On It ©2012 EDUCAUSE48 It costs roughly $5k to mobile- enable a service

49. ©2012 EDUCAUSE49 More Staff Working on Mobile-Enablement Results in Greater Progress Who Is in Charge of Mobile- Enablement?

50. ©2012 EDUCAUSE50 Most Activity is in Generic Mobile Web Pattern of Inactivity is Reflected in Development Strategy

51. Respondents Broadly Support Collaborations ©2012 EDUCAUSE51

52. http://www.educause.edu/ECAR/TheHigherEducationCIOPortraito/236114 Full report publicly available in March 2012. ©2012 EDUCAUSE 52

53. IT Workforce and Leadership Study 30,000 individuals in the EDUCAUSE database were invited to respond – Unlike most ECAR surveys which go to institutions Responses were received from 3,400 people from more than 1,000 institutions. – 368 senior IT leaders (whom we refer to as CIOs) – 545 CIO “aspirants” – 2,487 other IT staff ©2012 EDUCAUSE53

54. Higher Education CIOs Are Doing More  Standard functions reporting to the CIO include user support, administrative information systems, network infrastructure, data center operations, IT security and policy, and telephony.  From 2005 to 2009, half of institutions reported adding more official functions to the central IT organization.  IT planning and budgeting activities have significantly increased in central IT. ©2012 EDUCAUSE54

55. The CIO is No Longer in the “IT Box”  The CIO position is more strategically oriented.  Half of CIOs selected IT funding as one of the top-five issues they spend time on.  CIOs cited the importance of being able to communicate, think strategically, influence, negotiate, and manage relationships.  CIOs must know how to introduce a new technology, as well as which ones to introduce. ©2012 EDUCAUSE55

56. In Next Six Years, 31% of CIOs Plan to Retire or Leave Higher Education ©2012 EDUCAUSE56 n = 368

57. Results Suggest a Sufficient Supply of Aspirants in Coming Years ©2012 EDUCAUSE57

58. A Culture of Succession Planning is Needed Within Higher Education  74% of CIOs come from within higher education. Roughly half of those from within the institution.  Only 31% of CIOs indicated that they are held responsible for identifying a successor. – However, 64% of CIOs have identified a successor.  Aspirants who are being groomed for the CIO position are more optimistic about job opportunities. – However, less than one-third of staff selected mentoring as a top factor in their professional growth. ©2012 EDUCAUSE58

59. http://www.educause.edu/Resources/ECARNationalStudyof Undergradua/238012 All study materials are publicly available. ©2012 EDUCAUSE 59

60. …they prefer small, mobile ones. ©2012 EDUCAUSE 60 Technology Students Own Laptop87% Printer81% DVD Player75% USB Thumbdrive70% Wi-Fi*67% Stationary gaming device 66% iPod62% HDTV56% Smartphone55% Digital Camera55% Webcam55% Desktop Computer53% Handheld Gaming Device 38% Netbook11% iPad8% 1 8 2 3 4 5 7 9 10 11 12 13 1414 1515 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Traditional age college students (18-24) and those from households of $100K+ own more technology than their counterparts. 6 Technology Ownership *Likely interpreted by the respondent as having access to Wi-Fi Students own many different devices...

61. Students Rely on Traditional Devices… …and Core Software ©2012 EDUCAUSE 61

62. Students Recognize the Major Benefits of Technology Value of Technology for Academic Success Percent Responding “Extremely Valuable” Wi-Fi access is key to student success, and students want access from everywhere on campus. …they value anytime, anywhere access …they use their smartphones for academics …they wish their instructors used technology more often ©2012 EDUCAUSE 62

63. Students Report Uneven Perceptions of Technology …I know more than my teachers PD opportunities for faculty… …but students want more technology Institutions provide these services well… ©2012 EDUCAUSE 63

64. Facebook-Gen Students Juggle Communication Tools Frequency of Use for School or Personal Purposes …more on how students use social networks Students are comfortable communicating with other students on Facebook about academics; however, they prefer their communication with instructors to be more formal (using email for this purpose instead). mass adoption… just about everyone is using it ©2012 EDUCAUSE 64

65. Students Prefer… …and say they learn more in blended courses …courses with online components… Preferred Learning Environment Nearly 80% prefer blended environments ©2012 EDUCAUSE 65

66. http://www.educause.edu/coredata ©2012 EDUCAUSE 66

67. ©2012 EDUCAUSE 67 Funding Sources by IT Function System/District Resale of Products Other Sources Operating Approp. Cost Recovery Capital Approp. Student IT Fees Info Systems, ERP Web Support Serv. Data Center Oper. Support Services Identity Mgmt. Educational Tech. Comm. Infrastructure Office of the CIO Research Computing