How to Make Strategic Use of the EDUCAUSE Top-Ten IT Issues (172484196)

7/27/2019 How to Make Strategic Use of the EDUCAUSE Top-Ten IT Issues (172484196)

http://slidepdf.com/reader/full/how-to-make-strategic-use-of-the-educause-top-ten-it-issues-172484196 1/68











Using analytics to support critical institutional

outcomes

Strategic questions to ask: Do you have a culture of data-driven

decision-making?

Does your institution view analytics as

a strategic investment or as a newcost?

Do current data flows, definitions, and

architectures need to be restructured

and redefined to support institution-

wide analytics?

Have you inventoried the skills and

resources that could support analytics?

“ The strength of data

and analytics helps

us understand our

past and our current

state and provides a

glimpse of scenar ios of the future based

on that past and

current state. „ I f you

don‟t know where

you‟re going, how

wil l you know when you get there ?‟ ” — CIO and Vice President



Analytics: What we know

Analytics Maturity Index

Your Results

Interpreting your score:

6

5

4

3

2

5

4

3

2

1

DATA/

REPORTING/

TOOLS

PROCESS

CULTUREEXPERTISE

INVESTMENT

GOVERNANCE/

INFRASTRUCTURE

COMPOSITE

3.6

Develop practices that eliminate, phase out, or update data and reports that are no longer valuable.

Governance/Infrastructure

Develop security policies and practices that safeguard data for analytics.

Develop policies regarding access to institutional and individual data, including IRB policies.

Develop and maintain the capacity to store, manage, and analyze large volumes of data. Plan for future expansion.

Create policies that decrease or eliminate data protection or siloing by pockets of individuals.

Build on the number of IT professionals at your institution who have the right training to support analytics.

Investment

Demonstrate through examples that require few resources that analytics should be viewed as an investment, rather than an expense.

Invest in staffing and training before products and tools.

Make analytics duties a priority for those already trained in analytics.

Expertise

Build on the number of analysts currently available, and further the training of analysts already on staff.

Consider building the number of business professionals who have expertise in applied analytics.

Ensure analytics training includes the ability to present findings to the community that are understandable and that demonstrate value.

Culture

Demonstrate to senior leaders, administration, and faculty the value of analytics through examples that address strategic questions.

Regularly take the pulse of the institutional community's willingness to use data to make decisions. Identify pockets of individuals who are

unconvinced (e.g., faculty, administrators) and target examples to questions or problems that directly affect them.

Process

Build rapport and communication between IT and IR by holding regular meetings regarding questions and problems that can be addressed

by analytics through cooperative efforts.

Involve senior IR professionals in strategic decision--making from the top down.

Develop a process for identifying the data needed to address k ey institutional outcomes.Make the use of data part of the institution's strategic plan.

Develop processes for moving f rom what the data say t o making changes and decisions.

Demonstrate with a series of high--profile "wins" that analytics can lead to improved decision--making.

4

4

3

4

4

Getting to the next step:

Note the scores for each of the analytics factors. Which ones are relatively weaker? Want to advance analytics at your institution? Take the

following steps.

Data/Reporting/Tools

Work on collecting the right data to answer strategic questions.

Improve data cleanliness, accessibility, and quality.

Work on standardizing data to support comparisons inter--and intra--institutionally.

Develop a course of action for obtaining and maintaining the right analytics tools for your institutional needs.

Ensure reports are in the right format to inform decisions.

Develop practices that make data collection and reporting repeatable.

3

Source: ECAR Analytics Maturity Index, 2012







Transforming the institution's business with

information technology

Strategic questions to ask:

How can innovation be encouraged

in both the institution and the IT

organization?

Is the organization willing to change

business process or practice to

garner effective and efficient use of its

information technology?

Does the institutional funding model

incentivize or undermine achieving the

full benefits of business transformation?

“ Higher education

I T wil l need to

change its mindset;

it can‟t provide

everything in-house

any more. We need to move from

'service provider ' to

'solutions archi tect.'

It‟s an opportunity

and a key chal lenge

.” — CIO



Transforming the institution's business with

information technology: What we know

Need to develop

stronger capabilities to

support transformation

Financial capabilitiesare strongest; process

transformation the

weakest

Source: Assessing Your Fiscal Bandwidth: Current Practices for Measuring IT Costs in Higher Education, ECAR, May 2013







Supporting the trends toward IT

consumerization and BYOD

Strategic questions to ask: Do you have appropriate polices in place for

data retention and storage, procurement, and

data security?

Is it time to rethink providing employees with cellphones, tablets and other “personal” devices?

Do students still require institutionally-equipped

computer labs?

How to minimize support time and expense inan increasingly diverse technology

environment?

Should you provide services internally that are

similar to existing external offerings?

“ Students have

already-established

channels for

acquir ing and

distributing

in formation. To what level — if at all — do

we want to

accommodate those

channels or dr ive all

of the use into the

university-sanctioned environment that we

currently support?” — Academic Technology

Specialist



Source: The Consumerization of Technology and the Bring-Your-Own-Everything (BYOE) Era of Higher Education, ECAR, March 2013

IT Consumerization and BYOD:

What we know





What we know

BYO more likely toincrease than lower

IT costs

Especially with

infrastructure

Increased costpressures for

services and

infrastructure,

perhaps some relief

with devices Consistent results

across all

institutional types

Financial Impact of BYO on IT Budgets





What we know

About half of institutions

have a policy to

reimburse faculty and

staff for personally-owned

technologies

Policy reflects practice:

only 20% of those without

a policy reimburse

Very few plans to stop

reimbursements

No patterns, consistency

to reimbursement

practices (what, when,

who, how much)

Prevalence of Employee

Reimbursement Policies and Practices





What we know

Plans to Reduce Institutionally

Provisioned Student Devices (Labs, etc)

Few institutions plan

to substantially

reduce the number

of student-accessible

devices

Those who do will

repurpose the

spaces but retain

their focus on

students (lab,classroom, flexible

learning space,

hoteling space)





What we know

IT Support for

BYO is best effort

rather than full

Highest service

levels for laptops,with tablets

second

IT Support

F o r S t u d e n t s

F o r F a c u l t y

a n d

s t a f f







Determining the role of online learning and

developing a sustainable strategy for that

roleStrategic questions to ask:

Are faculty actively engaged in the

discussion about online learning?

Do you have a strategy for onlinelearning?

Do you provide the resources and

incentives to create and deliver online

learning?

What assessment techniques are in

place?

“ The role of onli ne

learning as a

sustainable strategy

for postsecondary

institutions rests a good deal with the

abi li ty of facul ty to

adjust to new ways of

instructing learners.”

—

Associate Dean, Distance Learning



Online learning: What we know

Source: The State of E-Learning in Higher Education: An Eye Toward Growth and Increased Access, ECAR, June 2013

Benefits of online learning

Reasons for no t offering online courses





Number of Online Courses Offered by Institutional Type

Private BA and

private doctorals

least likely to offer

online courses

Communitycolleges most

likely to offer

online courses





Concerns about E-Learning Initiatives



What about MOOCs?



What about MOOCs?



What about MOOCs?



What about MOOCs?

Why institutions are doing MOOCs Why institutions are not doing MOOCs





E-Learning Maturity Index







Funding information technology

strategically

Strategic questions to ask: Do you establish and manage IT

investments using a transparent and

inclusive governance process ?

Can you calculate the costs of its

services to permit comparison with

alternative sourcing options ?

Does the current distributed IT modelneed to be revisited to ensure the right

balance between optimizing costs and

service levels?

“ Strategic investment

in I T depends cri tically

on having a strategic

plan for campus IT.

Too many campuses

make investment

decisions on the basis

of chasing

technology (e.g.,

devices) without

determining where the

institu tion should be

heading.”

— President and Chief Executive

Officer




strategically: What we know


Effectiveness in Measuring the Cost of ITInstitutions that

participate in the

EDUCAUSE Core Data

Service are more

effective at

benchmarking IT costs.





Source: 2012 EDUCAUSE Core Data Survey

Distributed IT accounts

for 29% of institutional

IT costs.

Responsibility for IT Functions

Central IT comprises 3% of

total institutional budget; all

IT estimated to be 4% of

institutional budget.






31%

44%

16%

6% 3%

IT Funding Models

Good and adaptable

Good but needs revision

Poor and assessing

Poor, not assessing

Other



ERP

ERP projects seem expensive, but themedian cost is .2% of the institution’s

annual expenditures.





F ilit ti b tt d t di f



Facilitating a better understanding of

information security and finding appropriate

balance between infrastructure openness and

security


Do you have a formal risk

management process to identifyand prioritize risks?

Do you have a dedicated ISO?

How to create a community of well-informed, vigilant users?

“ The now-pervasive

natur e of technology the

use of social media

compounds secur i ty

issues. Maintain ing the

balance as perceived by

those who are responsible

for protecting

institu tional data and

resour ces and those who

use them often di ff ers a

great deal .”

— CIO



Information security: What we know

Access

ControlLists

Data Loss

Prevention

Network

AccessControl

Intrusion

ProtectionSystems

Firewalls





Only 27% of institutions have

a dedicated ISO

Percent FTE of Information Security Officer





Source: ECAR Risk Management Research Bulletin, Paul Jeffries and Nadine Sterns, forthcoming 2013







Developing a staffing and organizational model

to accommodate the changing IT environment

and facilitate openness and agilityStrategic questions to ask:

Does your sourcing strategy account

for the impact on staff?

What are the current IT workforce’s

capacity and capability gaps and

strengths?

To what extent is the CIO’s ability toaddress staffing and organizational

challenges limited or facilitated by the

institutional culture as a whole?

“We don‟t have the

kind of f lexibil ity or

dynamic abil i ty to

adjust staffi ng in a

way that ali gns with

our new mission. That

is part of the

conundrum .”

— Vice President of Information

Technology and CIO



3.00

3.20

3.40

3.60

3.80

4.00

4.20

4.40

4.60

4.80

5.00

3.00 3.20 3.40 3.60 3.80 4.00 4.20 4.40 4.60 4.80 5.00

Manage complex budgets

Manage my boss

Manage vendors

Manage relationships outside institutionTechnical proficiency

Manage services

Understand non-IT processes and operations

Manage

processes

Negotiate

Influence others

Use data to make decisions

Manage

staff

Manage relationships within institution

Manage complex projects

Strategic

thinking and

planning

Communicate

effectively

Importance to job

S t a f f p r o f i

c i e n c y

Changing staffing and organizational

models: What we know

Important Very

important

Somewhat

important

Medium

High

Very high

Ch i t ffi d i ti l



Changing staffing and organizational

models: What we know

40%

50%

60%

70%

80%

90%

100%

Ability toinfluence others

Ability tomanage other relationships

within myinstitution

Ability tomanagecomplexprojects

Ability tonegotiate

Ability tomanage my

boss

% rating important % rating themselves proficient

Changing staffing and organizational models:




What we know

Do current practices

enable or impedethe IT organization?






What we know


Do current staff have the needed

capacity and

capabilities? E-

learning as an

example Many staffing

gaps in diverse

areas

E-Learning Roles and Gap





Developing an institution wide



Developing an institution-wide

cloud strategy to help the institution select

the right sourcing and solution strategiesStrategic questions to ask:

What cloud services are already in

use? Do you know?

Do you have the skills to evaluate,

manage, and exit cloud services?

What are the data management and

recovery strategies?

How to integrate cloud services into

the enterprise architecture?

“ I t is now much easier for

business off ices to sign up

for cloud solutions and pay

for them on a subscription basis. Free cloud offer ings

are compel li ng for many

individual users. This is a

real challenge for I T

organizations that place a high value on control of the

I T environment.”

— CIO and Vice President for Computing



Cloud computing: What we know

Decision Point Type of decision Issues Actions to take

Sourcing IT Business • Type of sourcing

• Business

objective for

sourcing

• Consider range of sourcing

options

• Explore demand

aggregation opportunities

Managing Data Risk • Data governance• Risk

management

• Determine administrative,technical, physical

safeguards

• Create the right contract

provisions

Achieving

Mission

Policy • Mission-relevant

services

• Determine core mission-

relevant services andcapabilities

Source: Demystifying the Cloud for Policymakers, Rodney Petersen, EDUCAUSE Review, January 23, 2013







Improving student outcomes through an

approach that leverages technology


Do you use tools embedded in

the LMS to track student

learning?

Do faculty reward systems

encourage or impede their use of

instructional technology?

Do you provide adequate and

timely instructional design

assistance and services for

students and faculty?

“It‟s not enough to

identify students at ri sk.

To be successful, we need

to ensure foll ow-

through, so that students

are provided the support

they need in order to

remediate problems and

connect with the

resources they need to

succeed.”

— President

Using technology to improve student



Using technology to improve student

outcomes: What we know

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Document management tools

Hybrid

Collaboration tools

BlogsClickers

Dist: local instructor. remote students

E-learning (wholly online)

Wikis

Interactive Learning

Lecture capture

Learning objects

Mobile apps

E-portfolios

Facebook

E-books

E-textbooks

Dist: local students, remote instructor

Simulations

Twitter

Info Literacy Requirement

Open content

Gaming

Deployed broadly

Deployed sparsely

Experimenting

In planning

Considered, not pursued

No discussion


Most progress

in past year with

E-textbooks

Mobile apps





E-Learning Maturity Index





L i th i l d d i



Leveraging the wireless and device

explosion on campus

Strategic questions IT is asking

Do you have adequate wireless

access and Internet bandwidth to

address wireless device density? Are the institutional applications

and web resources mobile-

accessible?

Have you considered the security

implications of pervasive access to

institutional resources and data?

“ Students are carrying a

cel l phone — many with

two — a tablet, and a laptop,

and they may be also using

a campus device at the

same time. Not only are we

faced with providing

bandwidth to handle all

these devices but we are

challenged by the pure

density of devices on

campus.”

— Associate Vice Chancellor,

Technology Services

The wireless and device explosion:




What we know


Faculty and staff use of personal devices orenvironments for work-related purposes

Number of devices owned

This trend is not abating





What we know


Widespread need to upgrade networks

Th i l d d i l i




What we know


Mobile as an ERP platform



T 10 IT I 2013



Top 10 IT Issues 2013

1. Leveraging the wireless and

device explosion on campus

2. Improving student outcomes

through an approach that

leverages technology

3. Developing an institution-wide

cloud strategy to help the

institution select the rightsourcing and solution

strategies*

4. Developing a staffing and

organizational model to

accommodate the changing

IT environment and facilitate

openness and agility

5. Facilitating a better understanding of

information security and finding

appropriate balance between

infrastructure openness and security

6. Funding information technology

strategically*

7. Determining the role of online

learning and developing asustainable strategy for that role

8. Supporting the trends toward IT

consumerization and bring-your-own

device*

9. Transforming the institution'sbusiness with information

technology*

10. Using analytics to support critical

institutional outcomes*

*Also on 2012 list



Thank you!

Susan Grajek, [email protected]

Documents

How to Make Strategic Use of the EDUCAUSE Top-Ten IT Issues (172484196)