Mini-Project Critical IT Issues and Trends in Higher Education
T a ra G arc ía M ath ew so n • J a n . 1 3 , 2 0 16 I n it s a n nual lis t o f t o p IT is su e s, r e le ase d W ed ne sd a, d uca u se e nco ura g es c o lle g e a n d u niv e rs it IT le ad ers t o d iv e st, r e in ve st, a n d d i ere ntia te in 2 0 16 . A p an e l o f e xp erts — in clu d in g IT a n d n o n-IT le ad ers , C IO s, a n d f a cu lt m em ers — c u ra te d t h e lis t, o rg an iz in g t h e t o p 1 0 c rit ic a l a re as o f f o cu s in to g ro up s ase d o n t h e se t h re e m ajo r c h alle ng es.
usa n G ra je k, v ic e p re sid ent o f d ata , r e se arc h , a n d a n al tic s a t d uca u se , i s t h e le ad a u th o r o n t h e IT is su e s r e p ort a n d a c o m pan io n r e p ort t h at d eta ils t h e t o p 1 0 s tr a te g ic t e ch no lo g ie s t h at in stit u tio ns c a n u se t o a d d re ss t h e d iv e st, r e in ve st, a n d d i ere ntia te c h alle ng es. In a n no uncin g t h e p u lic a tio ns, G ra je k h ig hlig hte d t h e p ow er o f in fo rm atio n t e ch no lo g t o h e lp in stit u tio ns g ain a c o m petit iv e a d va n ta g e, e sp ecia ll t h ro ug h a n al tic s a n d e d t e ch .
“ C olle g es a n d u niv e rs it ie s h ave m ad e s ig ni⛈ ca n t in ve stm ents in t h e ir p hsic a l in fr a str u ctu re a n d s e rv ic e s o ve r t h e p ast s e ve ra l d eca d es t o d i ere ntia te t h e m se lv e s f r o m t h e c o m petit io n a n d t o a ttr a ct a n d r e ta in t h e est s tu d ents a n d f a cu lt ,” G ra je k s a id . “ T e ch no lo g n o w h as t h e p ote ntia l t o o er a n a rg ua l e ve n g re ate r v a lu e h e lp in g t o t r a n sfo rm , n o t t h e f a cilit ie s a n d f o od , ut t h e v e r e xp erie nce a n d p ro ce ss o f le arn in g , s c h o la rs h ip , a n d c o m munit .” F A TU R W hat a re du ca u e ' t o p 1 0 I T i u e a n d t e ch nolo gie o f 2 0 16 ?
T he le ad in g h ig he r e d t e ch no lo g a sso cia tio n u rg es i n stit u tio ns t o d iv e st, r e in ve st, d i ere ntia te C re d it : I m ag e ourc e D iv e st I s s u e N o. 5 : In stit u tio nal D ata M an ag em ent I s s u e N o. 8 : nte rp ris e A pplic a tio n In te g ra tio ns A lr e ad , 5 8% o f h ig he r e d uca tio n in stit u tio ns r e p ort t h at usin e ss p ro ce ss r e d esig n, r a th e r t h an o p tim iz a tio n, is a m ajo r in ☍u e nce o n t h e ir IT s tr a te g . T his is t h e k e t o d iv e stm ent — le avin g o ld t e ch no lo g ie s a n d p ra ctic e s ehin d w he n t h e c a n e s o urc e d e ls e w he re o r h ave eco m e i n e cie nt.
“ R efo rm is in su cie nt,” t h e r e p ort r e ad s, “ eca u se it o p tim iz e s t o d a’s p ra ctic e s in lie u o f d eve lo p in g t o m orro w ’s .” T he t w o is su e s a d dre sse d t h e d iv e stm ent m od el a re in stit u tio nal d ata m an ag em ent a n d e nte rp ris e a p plic a tio n in te g ra tio ns. hif t in g t o a m od el o f IT a s a s e rv ic e h an d le s oth , f o rc in g a n in stit u tio n’s IT d ep artm ent t o f u n ctio n lik e a usin e ss, c o m petin g w it h t h ir d -p art v e nd ors a n d t a ilo rin g p ro ce sse s f o r p eak e cie nc.
W he n it c o m es t o in cre asin g l im porta n t d ata m an ag em ent, d uca u se r e co m mend s s ta n d ard iz a tio n a n d in te g ra tio n, s tr e ssin g t h e im porta n ce o f d ata g ove rn an ce a n d p ro te ctio n. R ein ve st I s s u e N o. 1 . In fo rm atio n ecu rit I s s u e N o. 4 . IT W ork fo rc e H ir in g a n d R ete ntio n I s s u e N o. 6 . IT F u nd in g M od els I s s u e N o. 9 . IT O rg an iz a tio nal D eve lo p m ent O nce a n in stit u tio n m ove s a w a f r o m o ld t e ch no lo g ie s a n d p ro ce sse s, t h e o vio us n ext s te p is n e w in ve stm ent, a n d t h e d uca u se p an e l f o und it i m porta n t t o c a ll it t h at — a n in ve stm ent, n o t a c o st. F o ur o f t h e t o p 1 0 IT i s s u e s o f 2 0 16 f a ll u nd er t h e p an e l’s c a ll t o r e in ve st, in clu d in g t h e -fa r t o p -r a n ke d is su e o f t h e e ar: in fo rm atio n s e cu rit .
C olle g es a n d u niv e rs it ie s s h o uld e c o nce rn e d w it h c h alle ng es p ose d s e cu rit . T he d uca u se p an e l a d vis e s IT le ad ers t o s ta a le rt, r e sp ond t o c h an g in g t h re ats , a n d t h in k a out in fo rm atio n s e cu rit h o lis tic a ll , r a th e r t h an r e actin g o n a c a se - -c a se asis .
eo nd s e cu rit , c o lle g e a n d u niv e rs it IT d ep artm ents a re e xp ecte d t o c o ntin ue s tr u g glin g w it h a s k ills g ap t h at s p an s t h e e co no m . In m an w as, h ig he r e d uca tio n in stit u tio ns a re a t a d is a d va n ta g e in h ir in g eca u se o f c o m pensa tio n c o nstr a in ts , ut a s IT t a ke s a n in cre asin g l c e ntr a l r o le in u niv e rs it o p era tio ns, a d m in is tr a to rs w ill h ave t o ⛈ g ure o ut a w a t o r e in ve st in t h e p eo p le w ho a re a d ap tin g t o e ve r-c h an g in g r o le s.
F u n d in g , m ore g ene ra ll , c o ntin ue s t o e a c o nce rn . T he re s im pl is n o t e no ug h m one t o g o a ro und . T he o ve ra ll r e co m mend atio n t o m ake d iv e stm ent a n d r e in ve stm ent a c o ntin uo us c c le w ill h e lp in stit u tio nal l e ad ers c o ntin ue t o in no va te .
D i ere n tia te I s s u e N o. 2 : O ptim iz in g d uca tio nal T e ch no lo g I s s u e N o. 3 : tu d ent ucce ss T e ch no lo g ie s I s s u e N o. 7 : I a n d A nal tic s I s s u e N o. 1 0 : -L e arn in g a n d O nlin e d uca tio n C olle g es a n d u niv e rs it ie s m ust s ta n d ard iz e t o eco m e e cie nt, e t t h e m ust d i ere ntia te t o c o m pete . T he f o ur is su e s in t h is s e ctio n s p eak t o t h e e o rts t o le ve ra g e in fo rm atio n t e ch no lo g t o s ta n d o ut.
T he D UCAU r e p ort p oin ts o ut t h at d i ere ntia tio n r e lie s o n in no va tio n, w hic h is in h e re ntl in e cie nt.
“ A ⛈ n an cia ll ele ag ue re d in stit u tio n u nd er in te nse s c ru tin f r o m a g ove rn in g oard a n d p erh ap s a ls o a s ta te le g is la tu re m a h ave lit tle a p p etit e f o r s p end in g m one a n d f o r m akin g ets w it h lo ng o d ds,” t h e r e p ort r e ad s.
Y e t in stit u tio ns t h at ⛈ rs t d iv e st a n d eco m e m ore e cie nt h ave r o om t o i n n o va te w it h t h e ir s a vin g s, c re atin g a w a t o d i ere ntia te t h e c o lle g e o r u niv e rs it a m ong it s p eers .
T o p 1 0 s tr a te g ic t e ch nolo g ie s A v e tte d s e t o f 8 3 t e ch no lo g ie s w as t r im med t o t h e t o p 1 0 f o llo w in g a s u rv e o f d uca u se m em ers . T he lis t r e p re se nts r e co m mend atio ns f o r IT l e ad ers c o nsid erin g n e w in it ia tiv e s a n d s e rv e s a s a t o ol elt f o r t h o se l o o kin g t o im ple m ent t h e d iv e st, r e in ve st, d i ere ntia te s tr a te g . T he 2 0 16 l is t is m ore d iv e rs e t h an t h e o ne f r o m 2 0 15 , w hic h f e atu re d s e ve n m o ile - r e la te d t e ch no lo g ie s. It f o cu se s h e avil o n a n al tic s a cro ss a r a n g e o f f u n ctio ns a n d is a lm ost e xc lu siv e l m ad e u p o f t e ch no lo g ie s t h e d uca u se t e am e xp ects w ill a ch ie ve a t le ast m ain str e am a d op tio n w it h in t h e n ext ⛈ ve e ars .
1 . I n co rp ora tio n o f m o ile d evic e s in t e ach in g a n d le arn in g E D UC AU SE T o p 1 0 I T I s su es, 2 01 6 2 . oft w are a s a erv ic e ( aa ) 3 . A dm in is tr a tiv e o r usin e ss p erfo rm an ce a n al tic s 4 . A pp d eve lo p m ent (r e sp onsiv e d esig n, h rid , e tc .) 5 . A cc e ssin g o nlin e c o m pone nts o f le nd ed /h rid c o urs e s f r o m m o ile d evic e s 6 . M o ile a p p s f o r e nte rp ris e a p plic a tio ns 7 . erv ic e d esk t o ol a n d m an ag em ent s tr a te g 8 . L e arn in g a n al tic s 9 . D ata c o lle ctio n a n d s o p his tic a te d a n al tic s m eth o d olo g ie s f o r i n fo rm atio n s e cu rit 1 0 . A pp lic a tio n p erfo rm an ce m onit o rin g . M ore in fo rm atio n a out t h e t o p t e ch no lo g ie s is a va ila le h e re , a n d m ore a out t h e t o p IT is su e s is h e re . W ould o u lik e t o s e e m ore e d uca tio n n e w s lik e t h is in o ur in ox o n a d ail asis ? u sc ri e t o o ur d uca tio n D iv e e m ail n e w sle tte r ! Y o u m a a ls o w an t t o r e ad d uca tio n D iv e 's lo ok a t q u e stio ns o f w he re a n d h o w t o a d ap t a s G ene ra tio n Z h e ad s t o c o lle g e .