Apples to

1
Apples to Oranges?

• Challenges and Successes in Delivering Strategic
  Management Information to Academic Leaders

Presented by Kristi D. Fisher The University of
Texas at Austin
2
How Would You Answer?

• What percentage of lower division undergraduate
  classes have been taught by tenured or
  tenure-track faculty members in each department
  in each college over the past five years?
• What are the 4-, 5-, and 6-year graduation rates
  for each major in the College of Natural Sciences
  over the past five years?

3
Data-Rich ButInformation-Starved?

• Reliable transactional systems weak reporting
• Programmers required to extract and format
  information
• Process to retrieve information can be
  time-intensive
• Coded data requires interpretation

4
Multiple Versions of the Truth

• Definition of tenure
• Organizational hierarchy
• Discrepancies between data definitions, naming
  conventions, and business logic
• across information systems
• between processing units
• across colleges
• like comparing apples to oranges

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Our Answer

• Project IQ

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Lower Division Classes by Tenure Status
7
Lower Division Classes by Tenure Status
8
Lower Division Classes by Instructor Rank
9
Graduation Rates by Major
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Overview

• Project IQ Approach and Structure
• Critical Success Factors
• Challenges
• ROI / Benefits
• Demo

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The University of Texas at Austin

• 17 Colleges/Schools
• 2 Billion Budget
• 476 million in Research
• 20,000 Faculty/Staff
• 50,000 Students
• 13,000 degrees awarded annually

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Project Information Quest

• Project IQ is an enterprise-wide business
  intelligence initiative
• that provides accurate and flexible analytical
  tools and management information
• to support University leaders in making
  data-driven decisions.

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Project IQ

• Gives University leaders the information they
  need in the way they want it
• Tools for reporting and analysis
• Quick extraction of data without custom
  programming
• Systematically updated data
• Flexible formatting of data
• Appropriate security

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Project Scope
Research Info
Faculty PBIS info
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Project Structure

• Oversight
• Executive Sponsors
• Steering Committee
• Subcommittees of deans
• Project Sponsors
• Steward Committee
• Project Charter

• Technical Team
• Central Core Team (13)
• Steward IT Teams
• Steward Business Analysts
• Funding
• Centrally Funded
• Budget Council
• VP Financial Affairs
• Enterprise-Licensed

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UTs B.I. Environment

• Transactional Systems ADABAS/Natural
• ETL tools IBM Data Stage Treehouse tRelational
  / DPS
• RDBMS Oracle 9i/10g, SQL-Server
• O/S Sun Solaris RAC, IBM Z/OS, Windows 2003
• BI tools Cognos Powerplay 7.4, Impromptu 7.4,
  Cognos 8.2/8.3 (new)
• Named User Accounts 1,250

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How IQ Works
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Development Process

1. Determine Requirements
2. Identify Data Sources
3. Define Business Rules
4. Load Data
5. Validate and Cleanse
6. Develop Cubes and Reports
7. Validate and Cleanse
8. User (and Steward) Acceptance Testing
9. Develop Training Curriculum
10. Communicate to Campus

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Project Phases

• Phase I
• Financials
• Human Resources
• Fee Billing
• Phase II
• Academic and Student-related Information

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Phase II IQ/PBIS Academic Subject Areas

• Course Enrollment / Planning
• Teaching Assignments
• Faculty Workload
• Faculty Demographics
• Student Demographics
• Instructional Cost / Budgeting
• Course Completions / Output / Evaluations
• Progress to Degree / Degrees Awarded
• Facilities Utilization / Planning
• Admissions / Advising

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Why is Academic Data Different?

• Rules are softer more exceptions
• Data relationships are more complex
• No inherent hierarchy as with standard accounting
  practices
• Target users/audience are not business people
  they are faculty

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Project Approach

• Collaboration is critical
• Business/academic drivers, not IT
• Grassroots approach
• Focus on business questions that the colleges
  (i.e. Deans) want answered for decision-support

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Project Approach

1. One-on-one interviews with leaders
2. Inventory the business questions
3. Clarify, refine, and categorize business
   questions
4. Prioritize deliverables
5. Detailed analysis for each deliverable
   (circle diagram sessions)

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Project Approach

1. Translate information requirements into cubes or
   reports
2. Document all business rules applied
3. Develop and deliver training
4. Communicate successes to campus

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IQ/PBIS

• Information to Support the Performance Based
  Instruction System and
• Course and Instruction Planning
• Enrollment Management
• Bi-Annual Compacts
• Accountability Systems

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IQ/PBISBusiness Questions

1. What percent of our undergraduate courses are
   taught by professional faculty? By senior
   lecturers, visiting or clinical faculty,
   lecturers and specialists?
2. How many TAs are needed? How are they being
   used? How many faculty do I have in each
   department that need TA support?
3. What programs does course GOV 310" draw students
   from? What majors is this course serving?
4. How can we best utilize the space we have to
   offer enough classes? What percent of seats were
   taken for each course? Were room sizes
   commiserate with enrollment?

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IQ/PBISBusiness Questions (cont.)

• How do we effectively evaluate classes? Is there
  some correlation between evaluation results and
  class size, the use of technology, faculty rank,
  etc?
• What are our 4-year graduation rates? How do
  they change if we exclude special classes of
  students (such as those in 5-year programs)?
• How can we best manage enrollment? What is the
  impact of readmissions? SCH in excess of
  requirements? Admissions under CAP?
• What is our student/faculty ratio by student
  level?
• etc

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IQ/PBISSubject Areas

• Course Enrollment / Planning
• Teaching Assignments
• Faculty Workload
• Faculty Demographics
• Student Demographics
• Instructional Cost / Budgeting
• Course Completions / Output / Evaluations
• Progress to Degree / Degrees Awarded
• Facilities Utilization / Planning
• Admissions / Advising

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IQ/PBISCircle Diagram
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IQ/PBISTranslate to Cube
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IQ/PBISBusiness Rules

• Example of Business Rules (give handout)

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IQ/PBISTraining Materials
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Training Activities

• DW 310 Intro. to Academic Info. (Course
  Enrollments)
• DW 320 Teaching Activities and Faculty Workload
• DW325 Faculty Demographics
• DW 330 Student Demographics
• DW335 FTIC (First Time in College) Graduation
  Retention Rate
• From November 1, 2005 to September 1, 2008
• Approx. 230 people have attended DW 310
• Approx. 550 enrollment seats for all PBIS courses
• 100 formal classes taught plus approx. 40
  one-on-one sessions
• DW 310 is a prerequisite for all other IQ /
  PBIS courses
• DW 330 is an additional prerequisite for DW335

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Business Dean - Question 1
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Answer Seats Taken by Major
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Question 2
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Answer Trend for ACC 311
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Question 3
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Answer Taught by TN/TT
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Answer Taught by TN/TT
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Analyze a Specific Class
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Class Profile Report
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Outcomes
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12th Day Teaching Activities
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Teaching Activities Detail Report
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Instructional Summary
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Critical Success Factors

• Involve executive leaders
• Under-promise, over-deliver
• Provide accurate, complete data
• Actively listen, establish trust
• Deliver

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Methods of EngagingCampus Leaders

• Incorporate project into established academic
  performance initiatives (Provosts Office and
  Information Management)
• Performance Based Instruction System
• Compacts (Performance Based Budgeting)
• Faculty Workload Policy Review
• Accountability Systems
• SACS Accreditation

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Methods of EngagingCampus Leaders

• Meet with appropriate deans groups
• Academic Affairs Deans
• Student Affairs Deans
• University Business Officers
• Meet with University Leadership Council
  (President, Provost, VPs, Deans)

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Methods of EngagingCampus Leaders

• Form volunteer subcommittees
• self-select or hand-picked (Assoc or Asst. Deans)
• meet periodically (e.g. every 2 weeks)
• determine scope, priority
• define business cases to tackle
• clarify business definitions
• assist in beta testing reports, cubes, and
  training
• represent the project to colleges and campus

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Methods of EngagingCampus Leaders

• Offer on-site and/or individualized training
• Offer college information sessions
• Establish deans office contacts
• Provide Frequently Needed ANSWERS

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Frequently Needed ANSWERS
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Challenges

• Dual majors and joint degrees
• cross-listed class sections
• Grade inflation factor/index
• My faculty?
• Joint appointments
• Research award amounts vs. expenditures
• Management data vs. THECB definitions
• Momentum and PERSONNEL RESOURCES

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Customer Testimonials
Marilyn Kameen - Senior Associate Dean, College
of EducationThis is a wonderful tool for
analyzing longitudinal data by individual
department and faculty. Neal Armstrong - Vice
Provost, Executive Vice President Provost IQ
gives us incredible insight into the Universitys
academic operations. Arthur McDonald
Coordinator Director of the HUB program,
Financial Affairs A quick turn-around was
needed and I was able to produce the report in a
matter of minutes (with IQ).
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ROI College of Engineering
I was able to put together the financial part of
our colleges 6 year accreditation survey in 1 ½
days with our Cognos cube, as opposed to several
months the last accreditation cycle. And I was
able to give our dean a special report that he
needed on the spot (in 15 minutes) just the other
day. Cindy Brown, Assistant Dean, College of
Engineering
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ROI More Time for Decisions
Consider Options
Analyze Interpret
Data Gathering
BEFORE
Information Gathering
Analyze
Consider Options
AFTER
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ROI New Enterprise Metrics / Grade Inflation
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Other Academic ROI

• Also created cubes and reports to assist
  executive officers with
• SACS - Faculty Credentialing
• Legislative Inquiries into Faculty Workload
• Formula Funding Analysis
• NSF/NRC Survey
• Task Force on Enrollment Strategy
• Tenure Track Progression
• Gender Equity Task Force
• Affordability Initiatives

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Other Benefits

• Apples to Apples
• Single Version of the Truth
• Common definitions (headcount, tenure, grade
  inflation)
• Process streamlining and coordination
• Improved data quality (source system and
  warehouse)
• person identifier updates cross-walked between
  OIR,HR, faculty and student databases
• common definition of graduate discipline
  between units
• Identification of authoritative source systems
  for key data elements when they are redundantly
  occurring across systems

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• DEMO

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• SCREEN SHOTS

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Project IQ / PBIS Demo 1 Majors in Classes
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All Seats Taken by Majors
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Filter on Your College, Department, or Course ID
Filter on College or Dept.
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Answer for Communication
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Project IQ / PBIS Demo 2 Sections Offered
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Change Measure
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Drill Down on Communication
Click on college
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Drill Down on Advertising
Click on department
Then click on subject area
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Select ADV 344K
Select course
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Select Line Graph
Chart Button
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Trend for ADV 344K
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Project IQ / PBIS Demo 3 Faculty Workload
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Teaching Load Credits by Category
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Average TLCs Per FTE
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Individual Teaching Activities
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Reports Teaching Activities
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Reports Class Profile
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Questions?
Kristi Fisher [phone]kfisher_at_austin.utexas
.edu