Making the Right Technology Decisions:
Is It Ever Easy?
HIAD 7415
Katrina A. Myers
Rachelle Sanders
April 10, 2011
Making the Right Technology Decisions: Is It Ever Easy?
1
Making the Right Technology Decisions: Is It Ever Easy?
If you ask a leader in higher education, like a Chief Information Officer (CIO) or a
President, if making technology decisions is easy, you might be surprised to learn that oftentimes
it isn’t. Leaders in higher education are finding that it can be a daunting task trying to stay up
with technology demands and trends as well as getting the support needed to implement new
technology. These leaders are faced with deciding how to effectively choose the next technology
for integrating databases, report systems, and website, how to stay productive and ahead of the
competition, and how to support and secure the new technology. Once these factors are decided,
then these leaders have to convince users and other university leaders that their solution will help
keep the university competitive. It is important for those that aspire to be IT leaders to have the
knowledge, experience and ability to think beyond the IT role in order to be effective. Beyond
coming up with innovative ideas, these leaders must be able to effectively articulate the
importance of adopting new technology, be realistic about potential issues to procuring and
gaining acceptance of the technology, and be able to navigate an oftentimes difficult
implementation with existing systems, processes, and departments.
Jolene Koester (2011), the president of California State University, talks honestly about
how difficult it can be to make technology decisions. Koester explains about her having very
little technology experience yet having to make difficult decisions to ensure her university stays
on top with technology. Koester describes the pressure of having to make decisions on major
changes like she was “holding warm Jell-O and that it was running through [her] fingers—
certainly an image that is neither dignified nor “presidential” (para 4, 2011). It is no surprise that
many leaders, presidents, or CIOs are concerned about making bad decisions; many want to first
ensure that their recommendations are fully supported by other leaders, faculty, staff, and
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students. In addition, it is crucial that the president and the CIO have the same agenda and
vision. Elson Floyd, President of Washington State University, and Viji Murali, CIO of
Washington State University (2010), stress that “for any institution, a strong relationship
between the president and the chief information officer is crucial to that organization's success.
We would submit, however, that nowhere is that relationship more crucial than in the
management and leadership of an institution of higher education.”
If the CIO and the President do not have a good working relationship and are not in
constant communication about the university’s goals, their relationship can negatively affect the
outcome of technology initiatives and even harm the university’s reputation. It is also necessary
that the President and CIO understand their roles in the IT decision-making process.
Overstepping one’s role can inadvertently tarnish the images and reputations of each leader and
even the university. Employees and other university leaders may view unclear leadership roles as
a weakness and not respect the initiative for technology advancements. Also, strained working
relationships or weak morale between university leaders as well as faculty and staff may affect
the trust or confidence with investors that the technology innovation projects they chose to invest
in will be incorporated. Investors may also question whether a new solution is needed and if it
will actually benefit the university and his/her reputation as an investor.
When a technology change is needed, CIOs must strategically look at the IT roles and
services, assess the current technology service, assess the needs within the university, make a
plan on how to improve, and provide their recommendations to the president. Because of the
growing need of advancing technology, restructuring IT services becomes a common event to
ensure the new technology is effectively supported. In addition, not effectively supporting the
new technology can mar the reputations of the IT department and the CIO. When a CIO does
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not have the support of faculty and staff, it can hinder or even stop implementation of a
technology solution. This is when the support of the university President is crucial to help win
the trust and approval from faculty and staff. The President is also very effective with appealing
to investors to gain the support for future technology initiatives, which can also aid in improving
the image of the university and CIO as a whole.
Another issue happens when hesitant CIOs let their fear of mistakes or disapproval
prevent them from implementing potentially effective and/or necessary solutions. This inaction
may result in departments outside of IT making purchasing decisions on their own and
implementing solutions without the proper guidance of IT. Oftentimes these solutions are either
ineffective or incompatible with existing systems, both of which lead to problems for a
university as a whole.
It is important the role of the CIO is an effective leadership role. Making technology
decisions takes cooperation and open communication with not only the President but other
leaders within the university. A CIO will not be able to effectively research and incorporate the
latest technology if he/she is not aware of the needs that university may have. If the goal is to
help the university become competitive, the CIO must first know what is needed and seek out the
latest trend in that technology initiative.
One example of technology trend that is surprisingly impacting universities is the
prevalence of smartphones. Newer smartphones offer apps that can be downloaded to help
optimize productivity and time while on the go. Many CIOs are bringing this trend into
universities because of the appeal and high volume use of smartphones and the need for
increased accessibility to university information and operations.
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Google (2011) offers tools and services that help K-12 schools and higher education
institutions create apps that help students by providing them with useful information, enabling
direct communication, and assisting with their academic work. Google has realized that this is an
attractive communication tool for students since currently more than 10 million students use
some form of Google Apps.
Another type of a growing popular technology initiative a CIO may research is “cloud
computing,” which is making its way into the universities via Twitter or Facebook or business
solutions such as an enrollment management solution (Waggner, 2010). These types of
technology have evolved by improving simple processing to a more seamless and more robust
way of accomplishing a process for work, studying for a test in school, or communicating with
friends or colleagues. These types of technology are crucial for universities so that they can stay
in the trend to attract and communicate with students. In addition, these technologies can provide
resources that may even cut back on the cost of internal support at the universities (Goldstein,
2010).
Despite the potential savings in cloud computing, IT leaders have to evaluate if there
really is an offset to costs with buying the product and paying additional solutions like packaged
support. A company like Hobsons (2011) created their entire business model on cloud computer
technology, where a university’s IT department has minimal involvement and the end-user has
more control over the look and function of the systems/applications that they use. While this
solution provides empowerment to the departments, it can also be a cost-saving solution for the
IT department as a whole.
It costs less to buy external support packages than to hire more IT personnel to support
the new technology. This is where outsourcing the support can actually save the university’s
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long-term cost while providing innovative solutions. In addition, since cloud computing
technology allows more control within the departments than before with previous technology
solutions like with enrollment services without needing much support from IT, it can also help
IT’s ability to run more efficiently. This allows significant resources from IT to be allocated in
other areas of the university where it is most needed because there are no internal technology
resources being used like server space.
Higher education depends on the advantages that newer effective technology solutions
can possibly provide. In fact, it would be hard to compete for quality students, faculty, and
employees if the current technology a university has in place was unable to satisfy the needs
necessary to accomplish business goals or academic activities.
These days, students are more tech savvy, and universities have to make sure their
technology and programs are attractive to these students. Many universities are equipping
students on the first day of classes by putting technology in their hands. For example, Seton Hall
implemented a program in 1998 whereby freshmen receive new laptops (Wikipedia, para 13,
2011). Each laptop is loaded with the software (e.g., Microsoft Office, antivirus) necessary to
help the student succeed in their academic work and is configured for the university’s wireless
network, allowing students to work securely and conveniently anywhere on campus.
The last thing a university wants is to have the reputation of being behind the times with
technology. However, not all universities that focus on maintaining accreditations by staying
current with technology to prevent defaulting on the program can afford such elaborate programs
such as giving laptops away. However, some universities like the University of Memphis (2011)
provide computer/technical support called “ResNet” for students that live on campus, and can
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assist with issues on a student’s personal computer. This amenity is appealing because students
living on campus have access to their very own IT support department.
In addition, ResNet can help a student set up a connection to the university’s internet as
well as provide virus protection software at no cost to the student. Likewise, ResNet also found a
way to make students feel more at home by helping them set up their gaming system consoles,
which you would think could be a big distraction. However, if a college student is going to try
and connect through the university’s network anyways, it makes sense to help them do so
quickly and securely, preventing a bad configuration from wreaking havoc on the university’s
network. These types of technology services are one way of realizing what students want and
supervising the equipment and software connecting to a university’s network. It is a great way to
further enhance the technology necessary to help students stay current with the trends and to
make a university more attractive to prospective students.
Technology leaders like Google are recognizing that high school students are becoming
more savvy and are encouraging advanced knowledge by offering programs like “Technovation
Challenge,” a 12-week course that teaches high school girls how to create their own app for
android phones and how to start their own business (Ramos, 2011). This program supports Susan
Brooks-Young’s (2010) theory in teaching technology to kids in K-12 as early as possible and
with the more current technology. Brooks-Young (2010) states that with the constant evolution
of technology, it is never too early for a person or child to be introduced or taught to get a
competitive edge. In fact, U.S. students in K-12 should be introduced immediately with different
types of technology because outside the U.S., other countries are working towards being more
competitive. This competition is the same with universities.
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Because technology industries are stepping in and offering new technology initiatives for
the youth, universities need to stay on top and either incorporate the same technology product,
service, and training or partner with companies like Google to help them stay attractive for these
technology-savvy students.
Brooks-Young (2010) states that there is always someone that is more knowledgeable
and ready to take a position you had or want for less pay. During a tough job market, hiring
managers at universities can procure already-trained employees for less money than it would cost
to keep and train their current employees, who may be at the tops of their pay brackets. Knowing
this fact as well as knowing the multiple choices of technology solution makes it harder for CIOs
to know which solution is the best.
The job of the CIO is to consistently review technology upgrades. CIOs have to
constantly evaluate the current technology processes in the business side of universities. In
addition, CIOs have to evaluate the academic solutions for learning and research and look for
new trends that will appeal to quality students and faculty. There are many ways that CIOs can
get the information on the latest trends, such as research, meeting with vendors, and attending
conferences (e.g., SunGard or EDUCAUSE) where vendors may present and answer questions
about technologies and where other universities may present on their lessons learned or best
practices when adopting these technologies.
Also, technology news sites (e.g., CNet.com and PCWorld.com) provide the current and
future technology trends that will hit the market as well as provide expert reviews before the
general public purchases these products. These experts test new products, both hardware and
software, giving their expert advice on the best way to use the technology and what types of
users would best benefit. However, they are not specific to any industry like higher education.
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Organizations like EDUCAUSE publish articles about issues such as educational leadership
technology, and these articles can provide a CIO or President’s view of newer technology that
has been implemented at another university.
“The cloud” is researched a lot by different organizations and universities and is
becoming the new age of technology for students and universities (Waggener, 2010). It is the
applications that are self-serving via the web like Google applications such as Gmail. Even now,
Microsoft (2011) is building services in “the cloud” with its technology adventures. In fact,
universities such as the University of Memphis have implemented new cloud enrollment services
technologies. For the university’s web-based application, Connect, the servers are not located on
campus but instead are housed by the vendor such as Hobsons. These servers are shared by a
multitude of organizations, and each organization can purchase and customize their application
to meet their needs, accessing their information via the web.
However, even with the purchase of these types of “cloud” technology, how can CIO’s be
sure they are effectively being used? If you incorporate chat rooms or blogs (which are hosted on
clouds, for example) for students, will they use them?
With new efforts of going green, universities are finding ways to go paperless. They are
searching for ways to automate processes like sending an email to communicate with students
immediately thanking them for applying to the university. By automating processes, it can help a
department cut back on the use of manpower or ease the workload of the existing manpower.
If you look at two universities and both have a small central graduate department that is
responsible for organizing and processing the incoming of applications, it can be crucial that
processes be extremely efficient. If both graduate departments have limited staff due to the
larger number of undergraduate students applying for graduate school but there are no funds to
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hire new employees, then there is a need for automating processes to be able to run efficiently.
Also, automating the processes can allow current staffing to focus on more necessary functions
of the department.
These types of automation processes help a university run efficiently over the long term
without adding additional cost of hiring more staff. It can be these types of innovative
technology solutions that can help a university be competitive by not just offering solutions for
students that helps their academic, but to be the university that replies and processes an
application or inquiry to the university at a rapid rate. The new savvy generation is not used to
waiting for a letter anymore. They expect instant results or answers, and universities have to find
ways to meet that demand.
When the ultimate goal is to become paperless, it requires automating processes and
using resources like emails, portals, and websites. By automating services, a university’s faculty,
staff, and students spend less time on processes and can focus on other things that cannot be done
with technology. For example, while there are applications that can help improve communication
and learning, you still have to focus on the actual process of learning. There is nothing, yet, that
can put the knowledge in your brain without studying.
Cathy A. Trower, research director for the Collaborative on Academic Careers in Higher
Education at Harvard, states that new and older scholars want similar things and financial
situations can cause a lot of pressure when it comes to change (Carlson, 2011). A scholar’s work
being processed automatically would seem to help with the budget cost, but as Scott Carlson
(2011) points out, it doesn’t seem to necessarily remove the need for long hours. So, not all
solutions replace what is necessary to be done, which may still take some level of manual work,
but it can allow more time to do the necessary manual work.
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Since significant cuts like reported for California public schools in the Chronicle by Josh
Keller (2011) seem to affect enrollment, can the use of incorporating technology help improve
that? Tal Frankfurt (2010) did a case study on Israel Institute of Technology with regards to
decreasing costs while increasing enrollment. The results were that the purchase of a new ERP
system did in fact help increase enrollment efficiencies by automating the admission process and
providing real-time reporting. This allowed the staff to focus more on strategic planning rather
than the manual process of their responsibilities.
Another solution to improving budget efficiency and increasing enrollment is the offering
of online courses. The University of Phoenix enrolls 200,000 annually; 16,000 are MBA
programs (Tapscott & Williams, 2010). The offering of online courses allows the offering of
more classes to more students without the expense of building construction. However, how to
manage the technology needed to support new solutions like online courses is another struggle
for CIOs.
Albert DeSimone, Jr., asked, “What if we organized IT along these lines, aligning the
business and purpose of IT separately?” (para 8, 2009). By doing this, the CIO would report to
separate leaders that support either the “business of IT” or the “purpose of IT” (para 9, 2009).
The business side of IT would report to the Chief Financial Officer (CFO), which would
manage the cost of technology needed to run the university. The CIO would be able to make
enterprise system decisions that focus on the efficiency of billing, enrollment, etc.
The academics of the university would be the purpose of the university, and the CIO
would report to the Chief Academic Office (CAO). This section of the IT department would be
able to focus on the technology needed for learning and research without having to worry about
the business side of the university.
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This type of separation is typically done when a university has a decentralized IT
governance. If you don’t have specific leadership roles like a CFO or CAO, you may have
committees that represent the different areas and report to the CIO. Then the CIO will report to
the Provost and the President of the university. The University of Memphis (2011) has created a
decentralized IT governance, which has various committees that assess technology needs,
suggest ideas, and help plan the funding and implementation.
While it has been a continuous debate on whether to centralize and decentralize IT,
Richard Katz (vice president of EDUCAUSE) suggests that the debate is not as important as the
IT as a whole. Katz states that “decentralized approaches are best suited to organizations where
innovation is the primary objective, whereas centralization is best where efficiency is
paramount” (Frederick, p. 2, 2008).
In Professional Development for IT Leaders, Cabot (2006) points out the concern that
future IT leaders may not have been trained or developed to support the advancing technology.
Cabot alludes to a growing concern that the children of the baby boomers do not have the same
goals as their parents did, due perhaps to sheltering by their parents. Typically, a parent’s goal is
to make sure things are better for their children than it was for them growing up. That translates
into sheltering from struggles and difficult decision-making and potentially causing a challenge
with knowing how to find the information needed for improvement. Some universities have even
found that current employees may not even know what opportunities are available for them
because they are more accustomed to being told something rather than asking for it.
When it comes to being an effective CIO, difficult decisions are made daily with regards
of technology innovation and helping the university stay competitive. If upcoming technology
leaders are inexperienced with making effective and important decisions, that can be the turning
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point of being competitive and may hurt a university’s reputation or worse, lose their
accreditation.
As new technology starts advancing, IT leaders have to take a step back and evaluate
whether or not the IT staff and department are knowledgeable enough to support it. They have to
determine if their IT staff needs training or replacing. IT leaders also have to evaluate if inhouse support is the right solution rather than getting outside support packages typically offered
by the vendors. If IT leaders step back to assess their staff in the IT department they will gain the
knowledge as to what steps of action needs to happen to ensure the future of the IT department is
sound and can be effective with supporting new technology initiatives.
Georgia Tech did an analysis testing and survey to determine their IT staff’s knowledge
level (Cabot, 2006). They were surprised at the results, which revealed a significant lack of
knowledge about job and training opportunities amongst the IT professionals. Georgia Tech
leaders took action by indentifying what areas were lacking and provided educational training for
those that needed it. Even the basic training needed refreshing as well as providing career paths
for those that seek advancement in their careers. Knowledge is a critical part of empowering and
strengthening IT departments, and it’s important that leaders supply their IT staffs with the
training necessary to support new technology initiatives.
During budget crunches, IT leaders must decide where to cut funding. They must look
ahead at future initiatives and at current owned technology and ask several tough questions: Do
we have enough support? Is the IT department organized to ensure all areas of the technology are
supported? Can we train our current staff to support the technology? Will it cost us less if we cut
our losses and hire new talent?
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Outside of evaluating the support issue of technology, there are other issues that have to
be considered when implementing new technology. CIOs also have to evaluate all potential
issues with have new technology. Even when researching, funding, choosing, and implementing
technologies present no issues, there are possible issues with having new technology. Mike
Elagn wrote an article for Computerworld in which he discusses the attractiveness of surfing the
web while you work; pointing out that the wide-open connection to the internet makes it difficult
for some employees to make the right choice between checking Facebook and processing reports
(2006).
Another issue presented by new technologies is security. By staying current with
technologies used by students — from smartphones and laptops to gaming consoles and iPad —
a university is better able to control the types of threats that come with connecting a device that
is unsecure. An unsecure device is a gateway for worms and viruses that can cause havoc on a
network, and be bad enough that it can shut down a university’s operations down completely.
With online feeds like Facebook, which can be set to refresh automatically as well as
have an open chat room ready for a user to start chatting instantly is another open door for
potential threats. In fact, Brian Prince from CRN states that users are not aware that they are
susceptible to malware — malicious software created to secretly access a computer and cause
system issues. Most malware are considered a type of Trojan, a type of virus that can affect a
computer or even an entire network.
Higher education IT leaders must evaluate various solutions to help employees and
students use technology wisely at the university. To help employees stay on task at work, Elagn
(2006) suggests allowing employees to bring iPads or personal laptops to work (so that the user
has a forum for games or personal browsing during breaks) and removing both non-work
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programs such as games and non-work-related saved browser links that would otherwise tempt a
person on their work computer.
Security officers and leaders can take a proactive role by prohibiting the use of spyware if
that computer is responsible to accessing private information like student records. Another
solution is to educate faculty and staff about data security and the possibility of companies being
about to use their work computer as a source for getting private information.
Every quarter, the University of Memphis emails faculty and staff tips on ensuring
privacy and reminders of data security via the web. This is one effective way leaders are able to
remind faculty and staff that they signed a contract stating they would protect the integrity of the
student data and would not distribute the information to a non-university employee.
For other threats that can cause issues with a computer or network, most universities
provide localized protection for the university-owned computers. However, besides just offering
free antivirus software to students, a lot of universities will offer free antivirus software to any
personal computer that a faculty or staff may use when accessing the university’s network. In
addition, universities can create a unique security access setup like a VPN connection, which will
require a username and password. Having security policies and processes in place can help
protect the university’s network and prevent unwanted access to student, staff, or faculty data
that is considered private information. An important role for the technology leader is to protect
both the technology and student information.
Because of the unique demands placed on CIOs in higher education, many are thought to
possess a leadership style that blends the “knowledge-based and activity-based competencies.”
Knowledge-based competency focuses on what determines the leader’s expertise level in the IT
role, while activity-based competency determines if the role of the technology leader is effective.
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While technology leaders like the CIO have to be experts with planning and executing advancing
technology, they also have to be effective communicators to present why the new technology
will be good for a university. This type of communication determines whether or not faculty and
staff will support the idea and students will be attracted to the technology. CIOs are more
effective if they use an entrepreneur style of leadership, which encompasses these types of
competencies. With this type of leadership style, technology leaders can effectively make wise
decisions and gain the support they need help push universities into the next technology
millennium.
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