Commissioning an Academic Reformation

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Commissioning an Academic Reformation

• Shift Happens!!!

William H. Graves Senior Vice President, Academic
Strategy Professor Emeritus, UNC-Chapel Hill
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Navigating Your Interests

• Each hot menu item at the left links to a slide
  of that title.
• Some slides have embedded hot links to slides not
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  link back to any titled menu slide. So create
  your agenda.
• For example, a sample agenda might be
• Pressure to Reform
• Perceived Challenge
• Revenue / Cost Pressures
• Performance Obligations
• Requires IT and More
• Culture of Performance
• Performance Improvement
• Performance Barriers
• 64,000 Question

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Pressure to Reform
Pressure to Reform

• Jan. 2005 Performance taxonomy and pressures
  articulated in Graves SunGard Higher Education
  white paper and its abridged publication in the
  Nov./Dec. EDUCAUSE Review
• Mar. 2005 Final Report of the National
  Commission on Accountability in Higher Education
  (SHEEO)
• Improved accountability for better results is
  imperative, but how to improve accountability in
  higher education is not so obvious.
• Say what?
• Sep. 2005 Secretary of Education creates
  (national) Commission on the Future of Higher
  Education
• What access to what programs with what outcomes
  at what price to students, their families, and
  the public coffers?
• Sep. 2006 Final report cites the role of IT
  without elaboration.
• To meet the challenges of the 21st century,
  higher education must change from a system
  primarily based on reputation to one based on
  performance.
• How many make it into any top-10 prestige
  ranking?
• The Commission is looking for 3-4 star quality
  ratings earned by measurably improving and
  accounting for performance.

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Sourcing as Reform
Sourcing as Reform
2000s In The World Is Flat, Thomas Friedman
described eight IT-enabled forces that are
driving individual entrepreneurship and more
intimate (inter-dependent) business relationships
to flatten the world to the advantage of
customers and employees (students and faculty
members).
1990s In Unleashing the Killer App, Larry Downes
and Chunka Mui argued compellingly that the
Internet reduces the friction in externally
sourcing products and services to create more
nimble and competitive customer-first
(student-centric) business models.
1930s Economics Nobel Laureate Ronald Coase noted
that organizations were getting large and
bureaucratic due not just to economies of scale,
but also to the friction in externally sourcing
products and services. Bureaucracy was becoming
a barrier to customer intimacy (student
centricity) and nimbleness.
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Sourcing Today
Sourcing Today

• Eight Globalization 3.0 (post-web) IT-powered
  forces are driving innovative sourcing
  collaborations among organizations to improve
  performance and competitiveness productivity.
• 1. Outsourcing 2. Insourcing
• 3. Open sourcing 4. Offshoring
• 5. Supply chaining 6. In-forming
• 7. Work flowing 8. Steroiding IT doping
• New external sourcing models can contribute to
  the redesign of academic and service processes
  for the purpose of measurably improving and
  accounting for learning and service outcomes,
  service flexibility, per-student cost structures,
  net tuition, and institutional nimbleness.
• Nonprofit higher ed must proactively flatten
  its academic and administrative service models or
  risk being flattened by policy makers and
  competitors.
• Thomas L. Friedman, The World Is Flat (New
  York Farrar, Straus, and Giroux, 2005, 2006)

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Perceived Challenge
Perceived Challenge
Catch-22 Leadership Vise of Opposing
Pressures High Performance Headaches Most
institutions know that a high-performing IT
organization is necessary to competitiveness
necessary in order to meet the expectations and
needs of all constituencies and to support
improvements in financial and student service
processes. Most institutions fail to recognize
that a high-performing IT organization is not
sufficient for achieving long-term systemic,
measurable performance improvement (including
improved learning at stabilized or reduced
per-enrollment expense).
Revenue / Cost Pressures
Performance Obligations
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Revenue / Cost Pressures
Revenue / Cost Pressures

• Revenue sources are changing.
• Shrinking percentage of public funding spent on
  higher ed
• Shrinking percentage of higher ed revenues from
  public funds
• Tuition inelasticity
• Increasing reliance on endowments, grants,
  contracts, market-driven program revenues
• Costs competition are increasing.
• More larger need-based grants greater costs
• Merit-based tuition discounting greater costs
• Catch 22!! Responding to these pressures can
  degrade institutional performance.
• By capping enrollments!!
• By increasing tuition!!

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Although most state budgets for 2006 have
improved, the long-term prognosis for state
finances is poor, according to an analysis by the
National Center for Higher Education Management
Systems (NCHEMS). The analysis projects state
spending and revenues for eight years, from 2005
to 2013, and concludes that all states face
potential budget deficits that will serve to
limit the funding of higher education.
National Center for Public Policy and Higher
Education
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In 2005, state and local support per student was
at its 25-year low, down from the 25-year high
that occurred just four years earlier. Support
per student decreased dramatically from 2001 to
2004, when enrollment and inflation grew by 11.9
percent and 10.5 percent, but state and local
support was essentially flat. In 2005 state and
local support resumed growth, but the national
increase of 3.6 percent was exceeded by the
combination of enrollment and inflation
increases.
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Performance Obligations
Performance Obligations
Learning Accountability
Program Accountability
Expense Accountability
Affordability of Access
Convenience of Access
Capacity for Access
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Learning Accountability

• Performance Obligation
• Measure and openly report learning outcomes in
  ways that permit comparisons among peer
  institutions.
• Performance Pressures
• Many campuses need to improve retention and
  graduation rates.
• Most do not measure student learning and
  benchmark the results with peer campuses, even in
  the high-enrollment courses taught in common at
  most campuses.
• Policy makers want learning assessed via
  independent instruments, such as the Collegiate
  Learning Assessment.

• Performance Indicators
• Peer average rate vs. actual rate for key
  indicators such as retention, persistence, and
  graduation
• Peer comparisons in the National Survey of
  Student Engagement, or the Community College
  Survey of Student Engagement
• Peer benchmarking via the Collegiate Learning
  Assessment, MAPP, or other independent
  assessments of college-prep courses,
  college-level basic fluency and critical thinking
  skills, and some of the highest-enrollment
  introductory-level disciplinary professional
  courses

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Program Accountability

• Performance Obligation
• Respond rapidly to economic development and
  workforce needs with appropriate degree and
  certificate programs.
• Performance Pressures
• Nonprofit higher education is not offering degree
  programs at the capacity required to meet local,
  state, and national needs for school teachers,
  health-care professionals, engineers, scientists,
  mathematicians, IT professionals, and other
  immediate and future workforce personnel.
• Even public nonprofit higher education is failing
  the free-market test in which supply and demand
  tend toward equilibrium.

• Performance Indicators
• Percentage of annual student FTE increase
  directly attributable to programs created or
  redesigned to meet identified economic
  development or workforce needs for teachers,
  nurses, biotech workers, etc.
• Percentage of annual increase in non-credit
  enrollments directly attributable to programs
  created or redesigned to meet identified economic
  development or workforce needs
• Percentage of all degrees awarded that are
  directly attributable to programs created or
  redesigned to meet identified economic
  development or workforce needs

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Expense Accountability

• Performance Obligation
• Reduce or stabilize per-student operating costs
  (to increase institutional productivity).
• Performance Pressures
• Per-student operating expenses have been
  increasing for years at an unsustainable average
  annual rate in the 4-5 range.
• While productivity has risen for years in almost
  all sectors of the economy, higher educations
  productivity has decreased.

• Performance Indicators
• Per-enrollment direct instructional expenses
• Average ratio of enrollments to instructional
  personnel FTEs for college-prep and college-level
  basic fluency courses and some of the
  highest-enrollment introductory courses
• Percentage of change in the annual ratio of
  student FTEs to instructional personnel FTEs
• Percentage of change in the annual ratio of
  student FTEs to administrative FTEs
• Per-student-FTE central IT expense and IT
  personnel (full-time part-time) expense
• Similar unit expenses metrics in other lines of
  service

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Affordability of Access

• Performance Obligation
• Reduce or stabilize inflationary increases in
  net tuition to keep college affordable to all
  qualified students.
• Performance Issues
• The average annual increase in net tuition has
  exceeded the Consumer Price Index for years,
  making it difficult for students in lower and
  middle income brackets to afford college.
• Higher education tends to focus on revenues, not
  costs and, so, focuses on replacing public
  revenue shortfalls rather than increasing
  productivity in order to hold down per-student
  costs and, thus, net tuition increases.

• Performance Indicators
• Ratio of the annual rate of change in
  undergraduate tuition/fees to the annual Consumer
  Price Index
• Ratio of per-student-FTE revenues from net
  tuition/fees to per-student-FTE direct
  operational expenses

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Convenience of Access

• Performance Obligation
• Offer students more convenient, flexible options
  for completing a degree or certificate.
• Performance Pressures
• A growing number of flex students cant or
  wont participate in program and service
  offerings unless they maximize asynchronous
  online self-service instruction and services,
  while also providing real-time access to faculty
  and staff as needed..
• Convenience is the primary reason that students,
  even residential students, expect flex programs
  and services.
• Program accountability obligations often dictate
  flex programs and services.

• Performance Indicators
• Percentage of all degree programs which can be
  delivered asynchronously except for required
  clinical or lab work
• Percentage of all non-credit programs which can
  be delivered asynchronously except for required
  clinical or lab work
• Annual inventory of services accessible
  asynchronously via a web portal

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Capacity for Access

• Performance Obligation
• Manage enrollment capacity in response to
  demand.
• Performance Issues
• Bottleneck courses
• Bottleneck programs
• Faculty capacity
• Classroom capacity
• There are more students in the national pipeline
  today than ever before.
• With more flex students than ever entering the
  pipeline, enrollment pressures will continue,
  especially at public institutions in the larger
  metropolitan statistical areas.

• Performance Indicators
• Percentage of qualified applicants refused
  admission or admitted with delay
• Annual percentage change in total credit hours
  and in total non-credit enrollments
• Total first-term enrollments (credit
  non-credit)
• Ratio of total first-term credit hours to total
  first-term instructional personnel FTEs and of
  total first-term non-credit enrollments to total
  first-term instructional personnel FTEs
• Ratio of total annual enrollments to total
  seating capacity of the classroom plant

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Defensive Response
Defensive Response
Risk political capital good will
Politically Incorrect
Worst-Case Bind
Compromise theaffordability of access
Compromise the capacity for access
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Proactive Response
Proactive Response

• Strategy of Simultaneity

Improve accountability performance
Performance Sweet Spot
Strategy ofSimultaneity
Decrease credit-hour expense increase capacity
Increase flexibility, capacity, responsiveness
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Requires IT and More
Requires IT and More

• IT has been necessary to increase productivity in
  the national economy especially in the recent
  economic downturn.
• Introducing technology alone is never enough.
  The big spurts in productivity come when a new
  technology is combined with new ways of doing
  business. Friedman in The World Is Flat
• So, IT is not sufficient to increase academic
  productivity.
• To redesign or not to redesign services that is
  the question.

Bolted on Technology
Bolted on Expenses
IT-RedesignedServiceProcesses
ImprovedInstitutionalPerformance
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Redesign Strategies
Redesign Strategies

• Flex Program Strategy
• Redesign selected programs services to
• Reduce requirement for real-time interactions
  between students the faculty/staff.
• More asynchronous (time-shifted) instruction
  online self-service
• Less synchronous (real-time) instruction
  services
• Less contact-hour instruction scheduled
  services
• More as-needed expert help services
• Increase options for getting expert help,
  scheduling courses, completing a degree.
• Increase classroom office capacity of the
  existing plant.
• Reduce dependency on the semester model.

• Common Course Strategy
• Redesign common courses to
• Focus on the course, not its course sections.
• Emphasize active learning mastery feed-back
  testing.
• Use common tests, as appropriate.
• Document learning differences via assessment.
• Realign faculty tasks without increasing faculty
  labor to
• Offload some functions to software assistants.
• Optimize faculty expertise interventions with
  students.
• Increase student/instructor ratio
• Reduce per-student direct instructional expense.

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Strategies ? Obligations
Strategies ? Obligations
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A Performance Initiative
A Performance Initiative

• A public institution lacks the classroom and
  faculty capacity to keep pace with enrollment
  demand in its high-growth region. It is turning
  away students and capping enrollments in the
  highest-demand courses and programs. Analysis
  reveals a strong correlation between a worsening
  retention rate and failure in a small subset of
  its highest-demand courses.
• It applies the common course redesign strategy
  and the flex program and service redesign
  strategy to
• Redesign the problematic, highest-demand courses
  for flex delivery while simultaneously improving
  their learning outcomes and reducing their per
  enrollment costs (by increasing the student /
  instructor ratio) thereby improving the
  retention rate, the affordability of access, and
  convenience of access.
• Redesign the highest-demand degree programs for
  flex delivery, thereby increasing overall
  classroom capacity without capital investment.
  Redesign other services for flex delivery to meet
  the convenience needs of flex students indeed,
  of all students.
• The net result is improved performance in all six
  performance areas learning accountability,
  program accountability, expense accountability,
  affordability of access, convenience of access,
  and capacity for access

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Faculty Role Quality
Faculty Role Quality

• Learning as an Expedition
• Instructor-Led Active Leaning

Organize Course Resources textbooks libraries web
site lectures syllabus course pack
Guide Self Study homework readings tests labs pap
ers theses
Design Guide Active Collaborative Learning as
-needed help team projects internships field
trips learningware discussionware
Faculty teams are responsible for course
program redesign
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Common Courses
Common Courses

• Taught at almost all institutions account for
  at least 40-50 of all enrollments the higher
  percentage at 2-year colleges, the lower at
  4-year institutions.
• 25-35 required or high-demand elective common
  courses in strategic programs such as
• College prep program developmental, remedial
• General education program (AA) about 20-25
  courses
• Nursing, teacher education, business or other
  high-demand workforce or professional programs
• Typically taught in multiple sections
• Common exams are possible, even nationally normed
  common exams.
• Account for at least 20-25 of total
  institutional expenses, assuming direct
  instructional expenses to be about 50 of total
  expenses.

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Course Redesign History
Course Redesign History

• Course redesign principles models are based on
  the National Center for Academic Transformations
  Program in Course Redesign funded by the Pew
  Trusts.
• 30 institutions, 10 per year over three years
• Each institution redesigned one common course to
  improve learning outcomes while reducing
  per-enrollment instructional costs.
• Direct instructional cost savings averaged 40.
• Systematic redesign of common courses averaging
  40 savings in direct instructional expenses can
  result in total institutional expense reductions
  of 8-10.
• The Center now has over 60 institutions, systems,
  and companies participating in its Redesign
  Alliance to share resources and effective
  practices for improving learning outcomes while
  simultaneously reducing per-student costs in
  common courses.

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Client Examples
Customer Examples
Mount St. Marys
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Culture of Performance
Culture of Performance Performance improvement
redesign projects Assigns responsibility
resources ? ? Accounts for performance
results Performance planning management
processes Provides real-time analysis
insight ? ? Assigns scorecard metrics to
goals Performance scorecards analytics Enables
trend analysis ? ? Adjusts the data
models Performance warehousing data
modeling Performance-Focused Institutional
Leadership Enables systemic productivity
increases ? ? Aligns measurable goals w/ IT
priorities High-Performing IT Organization IT
Services Individualized self-service
portal Single login authentication Systems
integration Unified public website IT
governance, planning, management
accountability 24 x 365 toll-free help desk
other support services Networks, servers,
security, recovery, ERP, CMS, other
systems Institutional Digital Utility Foundation
Bridging the Gap Requires Institutional
Leadership IT Leadership
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Culture of Performance Performance improvement
redesign projects Assigns responsibility
resources ? ? Accounts for performance
results Performance planning management
processes Provides real-time analysis
insight ? ? Assigns scorecard metrics to
goals Performance scorecards analytics Enables
trend analysis ? ? Adjusts the data
models Performance warehousing data
modeling Performance-Focused Institutional
Leadership

• Develop data models around key institutional
  metrics.
• Simplify operational reporting to eliminate a
  flood of data reports that are difficult to
  develop and ultimately not of much use at the
  cabinet level
• Extract select longitudinal data into an
  institutional data warehouse to provide a
  foundation for institutional analytics and
  scorecard reporting.

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Culture of Performance Performance improvement
redesign projects Assigns responsibility
resources ? ? Accounts for performance
results Performance planning management
processes Provides real-time analysis
insight ? ? Assigns scorecard metrics to
goals Performance scorecards analytics Enables
trend analysis ? ? Adjusts the data
models Performance warehousing data
modeling Performance-Focused Institutional
Leadership

• Provide flexible, ad-hoc (anytime) performance
  reporting and analysis, both at the operational
  and longitudinal (trend) levels.
• Provide configurable, flexible scorecards for
  monitoring key performance indicators at the
  institutional and departmental levels.
• Provide ad hoc analytics capabilities within the
  scorecard model to query the institutional data
  warehouse to identify trends and gain insights
  into the future.

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Culture of Performance Performance improvement
redesign projects Assigns responsibility
resources ? ? Accounts for performance
results Performance planning management
processes Provides real-time analysis
insight ? ? Assigns scorecard metrics to
goals Performance scorecards analytics Enables
trend analysis ? ? Adjusts the data
models Performance warehousing data
modeling Performance-Focused Institutional
Leadership

• Senior consultants with a command of academic
  culture, shared governance, and institutional
  research to help the institution
• Align mission goals with measurable objectives.
• Translate measurable objectives to the technical
  team responsible for implementing and evolving
  scorecards and analytics.
• Guide a performance council in creating open
  and evidence-driven institutional performance
  planning and management processes.
• Align academic, financial, and student service
  redesign strategies with key performance
  indicators requiring improvement.
• Plan and source IT-enabled redesign projects for
  improving priority performance indicators.

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Culture of Performance Performance improvement
redesign projects Assigns responsibility
resources ? ? Accounts for performance
results Performance planning management
processes Provides real-time analysis
insight ? ? Assigns scorecard metrics to
goals Performance scorecards analytics Enables
trend analysis ? ? Adjusts the data
models Performance warehousing data
modeling Performance-Focused Institutional
Leadership

• Redesign academic, financial, student service
  processes for efficient website- and
  portal-integrated self-service for example
• Redesign degree programs for flex delivery to
  targeted audiences (the convenience factor).
• Redesign the cluster of high-enrollment common
  courses to improve learning and the per-credit
  direct cost of instruction.
• Redesign enrollment management processes.
• Outsource business and student service processes
  selectively to avoid new capital and payroll
  costs, while improving services at reasonable
  per-student expense

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Performance Improvement
Performance Improvement
Performance Improvement Redesign Projects
Discover
Monitor
FinalizeLife Cycle
InitializeLife Cycle
Prioritize
Portalize
Planning Management Processes Align Plan -
goals metrics - redesigns - departments -
sourcing Adjust Assign - metrics -
responsibilities - scorecards -
resources Performance Council
Scorecards Analytics
Data WarehouseData Models
Redesign
Scale
Pilot
Adjust
Assess
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Performance Barriers?
Performance Barriers?

• No performance infrastructure and reporting to
  identify and account for strategic performance
  initiatives/metrics.
• Faculty leadership executive leadership not
  collaboratively aligned to meet performance
  challenges
• Limited experience with the service redesign
  strategies that can improve academic business
  performance
• Strategic plan fails to include performance
  metrics
• Inability to focus the expense use of IT on
  strategic initiatives
• Too small to afford robust IT need to share
  services
• No economies of scale from being part of a
  system, district, consortium, or commercial
  external sourcing relationship
• Inadequate or dysfunctional IT unit
• Weak leadership or management
• Weak service mentality
• Staff recruiting retention difficulties
• Inadequate IT infrastructure and/or service
  coverage 24 x 365
• Escalating or unpredictable IT costs
• Inadequate resources for IT projects
• Selection, planning, conversion for ERP, CMS,
  analytics, etc.
• Services / systems integration web portal
  projects

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64,000 Question
64,000 Question

• Is Yours a Culture of Performance?
• A High Performance Institution?
• Systemic Progress?
• Random Acts of Progress?

• Progress requires
• order where there is change
• change where there is order.
• Alfred North Whitehead

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Our partnership will allow us to scale support
for e-learning while not losing focus on other
aspects of our IT plan. Dick Leurig, CIO

• Goals
• Put the student at the center of the Colleges
  universe.
• Focus on the quality and flexibility of
  instruction other services.
• Increase capacity to maintain double-digit growth
  for a decade.
• Challenges
• Prior academic technology efforts lacked scalable
  support
• Increase support for academic technology and its
  applications without losing focus on other IT
  initiatives
• Services fro SunGard Higher Education
• Onsite (5 FTEs) remote academic professionals
  for faculty support academic redesign projects
• 24x7 hosting, infrastructure, tech support
  services for WebCT-based courses programs
• Outcomes
• Comprehensive institution-wide faculty
  development services for instructional
  applications on-ground on-line
• Redesign of the Fast Track Math program to
  increase remediation capacity decrease the need
  for math remediation upon matriculation

36
The company helped us respond to market needs
while generating new discretionary revenues. .
Russ Adkins, Associate VP

• Goals
• Seize immediate contract/grant opportunities to
  redesign selected for-credit non-credit
  programs to meet workforce needs
• Lay the service financial foundation for
  institution-wide academic technology faculty
  development support.
• Challenges
• Academic technology efforts lacked reliable,
  scalable support.
• Capitalizing institution-wide faculty development
  rapid-response program redesign/development was
  impossible.
• Services from SunGard Higher Education
• Extensive academic technology planning services
• Onsite academic support for market-driven program
  redesign projects
• Onsite remote academic support for
  institution-wide faculty development academic
  IT applications
• 24x7 hosting, infrastructure, tech support
  services for WebCT
• Outcomes
• Online certification programs for local hospitals
  IT corporation.
• Modular online nursing program three different
  degree tracks.
• Market-driven enrollment profits to support
  institution-wide
• Faculty development services for using technology
  in instruction on the ground online
• 24x7 hosting, infrastructure, and tech support
  services for WebCT

37
Our partnership significantly enhances our
efforts to plan for meet the high expectations
of our faculty, staff, students. . Vincent
Gorman, Special Asst. to the President

• Goals
• Stabilize IT costs service reliability.
• Improve stakeholder satisfaction with IT
  technology services.
• Position the college to plan, implement,
  support academic IT services initiatives.
• Challenges
• Unstable IT expenses and support services
• Minimal support for faculty use of technology in
  the curriculum.
• No academic technology plan
• Services from SunGard Higher Education
• Bottom-line, institution-wide responsibility for
  onsite on-call management/support of all
  technologies their administrative academic
  applications.
• Onsite remote academic support for
  institution-wide faculty development academic
  IT applications
• Turn-key IT certification program curriculum,
  marketing, recruiting, delivery, 24x7 support.
• Outcomes
• Cost-effective, stakeholder endorsed IT
  management support..
• Institution-wide academic support for faculty
  their IT applications.
• Market-driven profits from IT certification
  training program.

38

In 1997 we selected the company to be our managed
services partner and weve never looked back as
its professionals help us innovate compete at
the leading edge. . Dr. Jon Larson, President

• Goals
• Stabilize IT expenses improve IT services
• Support faculty efforts to use technology in
  instruction.
• Support strategic academic technology projects.
• Challenges
• Unstable IT costs crisis-level dissatisfaction
  with IT services
• Difficult to meet strategic academic needs
• Neither capital funds nor time to increase
  enrollment capacity
• Services from SunGard Higher Education
• Extensive IT academic technology planning
  services
• Comprehensive IT management support services,
  including course management system academic
  application support
• Onsite remote academic support for academic
  redesign projects
• Outcomes
• IT cost savings improved IT academic
  technology services
• Stakeholder satisfaction with all aspects of IT
  support
• Comprehensive faculty development services for
  using technology in instruction on-ground
  on-line
• Redesign of the nursing program to increase
  capacity while meeting community needs avoiding
  new classroom costs
• Redesign of two high-enrollment general education
  courses to lay the foundation for systemic
  improvements in learning outcomes reductions in
  instructional costs across the gen ed curriculum

39
Our relationship with SunGard Higher Education is
much more a partnership than a client/vendor
relationship. Sandy Shugart, President

• Goals
• Improve access to and the quality of IT services.
• Scale IT services to meet growth stakeholder
  expectations.
• Expand the reach of the IT certification program.
• Challenges
• Rapid growth in excess of 15
• Diversity of the student body
• Limited financial resources IT expertise
• Services from SunGard Higher Education
• Comprehensive IT management support services,
  including WebCT support
• Migrate from mainframe to Web-enabled
  infrastructure
• Institution-wide faculty support
• Turn-key adult learning center IT certification
  solution
• Develop support robust student learning support
  systems (Atlas)
• Outcomes
• Saved millions in IT expenses over a multi-year
  period
• Fulfilling the promise of being a learning
  college
• Recognized by National Alliance of Business CC
  of 1999
• Earning new profits from adult learning center
  IT certification

40
Value is the relationship between what we pay and
what we get. National Louis gets a ton of value
through this relationship. Tony Chaitin, VP of
Finance Administration

• Goals
• Bring IT services to the web and contain their
  costs.
• Use web services to serve NLUs student base of
  adult learners more effectively and conveniently.
• Challenges
• Outdated IT infrastructure and weak IT staffing.
• Lack of data for academic and business decisions.
• Student and faculty expectations for better IT
  services.
• Services from SunGard Higher Education (starting
  in 2001)
• Network upgrade and conversion to Banner.
• CIO full-service IT staff
• 24x7 support for WebCT hosting, infrastructure,
  and support services and an Online Learning
  Center for faculty training and instructional
  design support
• Outcomes
• IT cost savings in excess of 1.5M over the past
  4 years
• Increased stakeholder satisfaction

41
The relationship with SunGard Higher Education is
a true partnership. Robert Tyndall, Vice
Chancellor for ITS

• Goals
• Reorganize integrate disparate IT
  initiatives/resources.
• Meet mandated enrollment increase via online
  learning.
• Challenges
• Little lead time to accommodate 4,000 more
  students
• Less space per student than sister institutions
• No significant capital funding increase on the
  horizon
• Services from SunGard Higher Education
• Comprehensive IT academic assessment and
  planning
• 24x7 WebCT hosting, infrastructure, support
  services
• Project management training support for
  faculty-led training
• Outcomes
• New IT governance and change-management model
• About 60 fully online core courses as options for
  residential students many Web-enhanced courses
• Technology College online fluency
  certification
• Blended model of online on-ground courses and
  services has relieved space constraints