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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
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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
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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
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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
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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
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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
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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
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
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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
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
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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
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)
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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
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
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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
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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
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Online learning: What we know
Source: The State of E-Learning in Higher Education: An Eye Toward Growth and Increased Access, ECAR, June 2013
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
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Online learning: What we know
Source: The State of E-Learning in Higher Education: An Eye Toward Growth and Increased Access, ECAR, June 2013
Concerns about E-Learning Initiatives
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What about MOOCs?
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What about MOOCs?
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What about MOOCs?
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What about MOOCs?
Why institutions are doing MOOCs Why institutions are not doing MOOCs
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Online learning: What we know
Source: The State of E-Learning in Higher Education: An Eye Toward Growth and Increased Access, ECAR, June 2013
E-Learning Maturity Index
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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
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Funding information technology
strategically: What we know
Source: Assessing Your Fiscal Bandwidth: Current Practices for Measuring IT Costs in Higher Education, ECAR, May 2013
Effectiveness in Measuring the Cost of ITInstitutions that
participate in the
EDUCAUSE Core Data
Service are more
effective at
benchmarking IT costs.
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Funding information technology
strategically: What we know
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.
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Funding information technology
strategically: What we know
Source: 2012 EDUCAUSE Core Data Survey
31%
44%
16%
6% 3%
IT Funding Models
Good and adaptable
Good but needs revision
Poor and assessing
Poor, not assessing
Other
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ERP
ERP projects seem expensive, but themedian cost is .2% of the institution’s
annual expenditures.
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F ilit ti b tt d t di f
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Facilitating a better understanding of
information security and finding appropriate
balance between infrastructure openness and
security
Strategic questions to ask:
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
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Information security: What we know
Access
ControlLists
Data Loss
Prevention
Network
AccessControl
Intrusion
ProtectionSystems
Firewalls
Source: 2012 EDUCAUSE Core Data Survey
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Information security: What we know
Only 27% of institutions have
a dedicated ISO
Percent FTE of Information Security Officer
Source: 2012 EDUCAUSE Core Data Survey
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Information security: What we know
Source: ECAR Risk Management Research Bulletin, Paul Jeffries and Nadine Sterns, forthcoming 2013
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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
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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
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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:
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Changing staffing and organizational models:
What we know
Do current practices
enable or impedethe IT organization?
Source: Assessing Your Fiscal Bandwidth: Current Practices for Measuring IT Costs in Higher Education, ECAR, May 2013
Changing staffing and organizational models:
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Changing staffing and organizational models:
What we know
Source: The State of E-Learning in Higher Education: An Eye Toward Growth and Increased Access, ECAR, June 2013
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
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Developing an institution wide
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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
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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
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Improving student outcomes through an
approach that leverages technology
Strategic questions to ask:
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
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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
E-books
E-textbooks
Dist: local students, remote instructor
Simulations
Info Literacy Requirement
Open content
Gaming
Deployed broadly
Deployed sparsely
Experimenting
In planning
Considered, not pursued
No discussion
Source: 2012 EDUCAUSE Core Data Survey
Most progress
in past year with
E-textbooks
Mobile apps
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Online learning: What we know
Source: The State of E-Learning in Higher Education: An Eye Toward Growth and Increased Access, ECAR, June 2013
E-Learning Maturity Index
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L i th i l d d i
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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:
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The wireless and device explosion:
What we know
Source: The Consumerization of Technology and the Bring-Your-Own-Everything (BYOE) Era of Higher Education, ECAR, March 2013
Faculty and staff use of personal devices orenvironments for work-related purposes
Number of devices owned
This trend is not abating
The wireless and device explosion:
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The wireless and device explosion:
What we know
Source: The Consumerization of Technology and the Bring-Your-Own-Everything (BYOE) Era of Higher Education, ECAR, March 2013
Widespread need to upgrade networks
Th i l d d i l i
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The wireless and device explosion:
What we know
Source: The Consumerization of Technology and the Bring-Your-Own-Everything (BYOE) Era of Higher Education, ECAR, March 2013
Mobile as an ERP platform
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T 10 IT I 2013
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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
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Thank you!
Susan Grajek, [email protected]