Top-Ten IT Issues, 2014: Be the Change You See

Transcription

1 Cedarville Uiversity Admiistrative Persoel Publicatios Admiistratio Top-Te IT Issues, 2014: Be the Chage You See Susa Grajek David Rotma Cedarville Uiversity, Follow this ad additioal works at: admiistratio_publicatios Part of the Higher Educatio Commos, ad the Maagemet Iformatio Systems Commos Recommeded Citatio Grajek, Susa ad Rotma, David, "Top-Te IT Issues, 2014: Be the Chage You See" (2014). Admiistrative Persoel Publicatios This Article is brought to you for free ad ope access by a service of the Ceteial Library. It has bee accepted for iclusio i Admiistrative Persoel Publicatios by a authorized admiistrator of DigitalCommos@Cedarville. For more iformatio, please cotact digitalcommos@cedarville.edu.

2 1 3 Top IT Issues, 2014 Be the Chage You See 10 EducausEreview MARCH/APRIL 2014 Illustratio by Miguel Motaer, 2014

3 (tie) 10 (tie) By Susa Grajek ad the EDUCAUSE IT Issues Pael Faste your seatbelts. From the looks of this year s top-te IT issues, is turig out to be a excitig year. The field of higher educatio iformatio techology is experiecig a sea chage that has, arguably, bee buildig sice the advet of the persoal computer i the early 1980s. It was the that IT orgaizatios saw their maiframes challeged by microcomputer upstarts ad that computig bega to iterest more tha just the scietists ad accoutats. What we ow call the cosumerizatio of iformatio techology has bee developig ever sice chip by chip, app by app, ad shoppig cart by shoppig cart. The democratizatio of iformatio techology meas that faculty ad studets have ot oly the desire but also the meas to reshape the way they use techology i their work, that all members of the campus commuity wat ubiquitous access to computig, ad that presidets, provosts, ad trustees expect to use iformatio techology to help realize their istitutios strategic visios. MARCH/APRIL 2014 Educausereview 11

4 Top-Te IT Issues, 2014 Top-Te IT Issues, Improvig studet outcomes through a istitutioal approach that strategically leverages techology 2 Establishig a partership betwee IT leadership ad istitutioal leadership to develop a collective uderstadig of what iformatio techology ca deliver 3 Assistig faculty with the istructioal itegratio of iformatio techology 4 Developig a IT staffig ad orgaizatioal model to accommodate the chagig IT eviromet ad facilitate opeess ad agility 5 Usig aalytics to help drive critical istitutioal outcomes 6 Chagig IT fudig models to sustai core service, support iovatio, ad facilitate growth 7 Addressig access demad ad the wireless ad device explosio May of the issues are ot ew. We have bee discussig them for several years, ad may appeared i oe form or aother i the top-te lists for 2011 ad But they have bee the purview of early adopters ad iovators, fodder for case studies ad opiio pieces. This year the ew ideas, solutios, ad models that have bee accumulatig i higher educatio ad techology will hit IT orgaizatios ad the istitutios they serve fast ad hard is the year the frot part of the herd will joi the mavericks, tippig the balace for the rest. Those who have bee sittig back ow eed to sit up. Those who have bee rollig their eyes about the overuse of words such as trasformatio ad disruptio may eed to look for syoyms because eve if the words may be tired, the pheomea they describe are very much alive ad well. It is time to stop cosiderig whether to be the chage you wat to see i the world because the chage is here. It is time to be ad, better yet, to lead the chage you already see. Accordig to a recet study coducted by ECAR (EDUCAUSE Ceter for Aalysis ad Research), oly six of the followig twety-two techologies are i place i at least 30 percet of U.S. colleges ad uiversities (those six are marked with a asterisk): 8 Sourcig techologies ad services at scale to reduce costs (via cloud, greater cetralizatio of istitutioal IT services ad systems, cross-istitutioal collaboratios, ad so forth) 9 Determiig the role of olie learig ad developig a strategy for that role 10 Implemetig risk maagemet ad iformatio Tie security practices to protect istitutioal IT resources/ data ad respod to regulatory compliace madates 10 Developig a eterprise IT architecture that ca Tie respod to chagig coditios ad ew opportuities Admiistrative or busiess performace aalytics Aalytics BI (busiess itelligece) reportig dashboards Cloud-based academic applicatios* Cloud-based for faculty ad staff* Cloud-based office productivity suites Cloud-based high-performace computig Cloud-based video streamig solutios* Database ecryptio Data warehouse* Degree advisig aalytics Digital preservatio of research data 12 EducausEreview MARCH/APRIL 2014

5 Digital repositories for researchers ad scholars E-book readers ad e-textbook Eterprise idetity ad access maagemet* E-portfolios Federated ID maagemet Istitutioal support for public cloud storage Mobile app developmet Mobile apps for eterprise applicatios Olie courses o mobile devices PCI-DSS stadards* We estimate that by 2015, all will be i place i at least 30 percet of istitutios ad that by , all will be i place i at least half of U.S. istitutios. 2 Members of the campus commuities are drivig may of the issues o the 2014 top-te list. They wat to use techology to trasform teachig ad learig i order to attract ad retai more studets ad better faculty. They wat to develop a competitive advatage through the isights that aalytics ca provide. They wat istitutioal iformatio techology to fuctio as effectively as the cosumer solutios they experiece. They wat to co-create solutios, ad they are willig to bypass campus IT orgaizatios to do so. They wat the IT orgaizatio to accomplish their strategic visio without additioal fudig. Ad so, the IT orgaizatio must help trasform the istitutio s busiess while it also trasforms its ow. As a result, half the issues o the 2014 list are about supportig istitutioal chage, ad half are about restructurig the IT orgaizatio (see Figure 1). All are about solid executio. Despite sigificat overlap i topics, the 2014 list has a differet character from the 2013 list. This year, the desired outcomes are geerally clear. I the case of half the issues, the desig work is complete ad istitutios are focused o implemetatio. I the other half, desig is still the challege, but it is directed toward a specific outcome. Cloud computig was o the 2012 ad 2013 lists ad appears agai i But previously, the focus of cloud was o developig a cloud strategy. This year s cloud-related issue relates to executig o the strategies developed i 2013 to reduce costs. Last year s fudig issues cocered fudig iformatio techology strategically. The 2014 issue describes the eed to chage IT fudig models to sustai core service, support iovatio, ad facilitate growth. Two ewcomers to this year s list relate to the capabilities IT eeds to develop i eterprise architecture ad risk maagemet to support ew models of IT service delivery ad icreased strategic use of IT. Growth i demad is still with us, though more muted. Last year, BYOE (Brig Your Ow Everythig) 3 ad wireless demad occupied two separate issues; this year, oly wireless demad made the overall top-te list. 4 Figure 1. Focus Areas of the 2014 Top-Te IT Issues Implemetatio Desig Busiess of the Istitutio #1. Improvig studet outcomes through a istitutioal approach that strategically leverages techology #3. Assistig faculty with the istructioal itegratio of iformatio techology #5. Usig aalytics to help drive critical istitutioal outcomes #10. (tie) Implemetig risk maagemet ad iformatio security practices to protect istitutioal IT resources/data ad respod to regulatory compliace madates #2. Establishig a partership betwee IT leadership ad istitutioal leadership to develop a collective uderstadig of what iformatio techology ca deliver #9. Determiig the role of olie learig ad developig a strategy for that role Most of the chages are cetered i the istitutio s teachig ad learig missio or the IT fuctio itself. I 2012, istructioal techology had o dedicated issue. I 2013, it had two. This year, thaks at least i part to the attetio paid to MOOCs (massive ope olie courses), teachig ad learig accouts for three issues i the top te, ad they reflect a bled of executio ad strategy that idicates both a urgecy to itegrate more techology ito teachig ad learig ad a rapidly chagig solutio space. As for the IT orgaizatio, chage egulfs the fuctio, the orgaizatio, ad the people. Everythig seems to be ot poised to chage but actually eterig a period of chage: orgaizatioal structures, service delivery, eterprise architecture, fudig, iformatio security strategy, ad the IT orgaizatio s Busiess of the IT Orgaizatio #7. Addressig access demad ad the wireless ad device explosio #8. Sourcig techologies ad services at scale to reduce costs (via cloud, greater cetralizatio of istitutioal IT services ad systems, cross-istitutioal collaboratios, ad so forth) #4. Developig a IT staffig ad orgaizatioal model to accommodate the chagig IT eviromet ad facilitate opeess ad agility #6. Chagig IT fudig models to sustai core service, support iovatio, ad facilitate growth #10. (tie) Developig a eterprise IT architecture that ca respod to chagig coditios ad ew opportuities MARCH/APRIL 2014 Educausereview 13

6 EDUCAUSE IT Issues Pael Members Top-Te IT Issues, 2014 Mark C. Adams Vice Presidet for Iformatio Techology Sam Housto State Uiversity Mark I. Berma Chief Iformatio Officer Siea College Morris W. Beverage, Jr. Presidet Lakelad Commuity College Christia Boiforti Chief Iformatio Officer Ly Uiversity Ritchie Boyd Academic Techology Specialist Motaa State Uiversity Paul Campbell Director, Iformatio Techology Australia Catholic Uiversity Joh C. Cavaaugh Presidet ad Chief Executive Officer Cosortium of Uiversities of the Washigto Metropolita Area Charles E. Chulvick Vice Presidet for Techology, Assessmet ad Plaig Rarita Valley Commuity College Jey Crisp QEP Director ad Assistat Professor of Eglish Dalto State College Diae Dagefoerde Chief Iformatio Officer, Arts ad Scieces The Ohio State Uiversity Joh Dixo Chief Iformatio Officer Fracis Mario Uiversity Steve Fleagle Chief Iformatio Officer ad Associate Vice Presidet The Uiversity of Iowa Jose-Marie Griffiths Vice Presidet, Academic Affairs Bryat Uiversity Tom Haymes Director, Techology ad Istructioal Computig Housto Commuity College Joh D. Hermes Vice Presidet for Iformatio Techology Oklahoma Christia Uiversity Richard A. Holmgre Vice Presidet for Iformatio Services ad Plaig Alleghey College Barbara Howard Associate Professor Appalachia State Uiversity David R. Hoyt Chief Iformatio Systems Officer Colli Couty Commuity College District Butch Juelg Associate Vice Chacellor, Techology Services Loe Star College System Rebecca L. Kig Associate Vice Presidet for Iformatio Techology Baylor Uiversity Michelle Kozlowski Associate Vice Chacellor West Hills Commuity College District James Kulich Vice Presidet ad Chief Iformatio Officer Elmhurst College Joh D. Lawso Vice Provost ad Chief Iformatio Officer Wester Washigto Uiversity Mur Muchae Executive Director of Iformatio Techology Services Davidso College Betsy Tippes Reiitz Assistat Vice Chacellor, Iformatio Techologies Uiversity of Washigto Bothell David L. Rotma Chief Iformatio Officer Cedarville Uiversity Paul Sherlock Chief Iformatio Officer Uiversity of South Australia Robert Solis Vice Presidet ad Chief Iformatio Officer Uiversity of Massachusetts Joh J. Suess Vice Presidet for Iformatio Techology ad Chief Iformatio Officer Uiversity of Marylad, Baltimore Couty Joseph Vaugha Chief Iformatio Officer ad Vice Presidet for Computig ad Iformatio Services Harvey Mudd College Sue Workma Associate Vice Presidet Idiaa Uiversity Fracisca Yoekura Associate Departmet Head Uiversity of Cetral Florida Barbara Zirki Associate Dea, Distace Learig Steveso Uiversity The EDUCAUSE IT Issues Pael comprises idividuals from EDUCAUSE member istitutios to provide quick feedback to EDUCAUSE o curret issues, problems, ad proposals across higher educatio iformatio techology. Pael members, who are recruited from a radomly draw ad statistically valid sample to represet the EDUCAUSE membership, serve for eightee moths with staggered terms. Pael members meet quarterly for iety miutes via webiar or i perso. The meetigs, facilitated by EDUCAUSE Vice Presidet Susa Grajek, are desiged as a ogoig dialogue to flesh out ad refie a array of ope-eded techology questios about the IT orgaizatio, the istitutio, ad cross-istitutioal boudaries. The members discuss, refie, ad vote o the most relevat uderlyig issues or optios. relatioship with istitutioal leaders. For years we have classified the role of the CIO as either a plumber or a strategist. There is little room for plumbig o this year s list. Eve the most techical issues wireless ad architecture are more a matter of techical strategy ad effective executio. The strategist is frot ad ceter, whether developig techology strategy or parterig with istitutioal leaders to cotribute to academic ad istitutioal strategy. But that strategist eeds to have superb executio ad sourcig abilities as well. Perhaps it is time to retire the plumber-versusstrategist debate ad ackowledge a ew truth: the CIO must be both strategist ad service maager. 14 EducausEreview MARCH/APRIL 2014

7 Top-Te IT Issues, 2014 Issue #1: Improvig Studet Outcomes through a Istitutioal Approach That Strategically Leverages Techology Leveragig techology to improve studet outcomes cotiues to be a importat issue for higher educatio as public policy ad fudig models icreasigly focus o the completio ageda. Improvig studet outcomes requires a istitutio-wide strategy. Faculty usually approach the issue of studet outcomes as a matter of passed tests ad quizzes, graded assigmets, fial grades, ad studet persistece ad course retetio. Admiistrators ofte view the issue i terms of admissios, retetio, ad graduatio. Istitutioal evaluators ad assessors are cocered with course evaluatios ad reports of madated iformatio to state, regioal, ad federal orgaizatios such as the U.S. Departmet of Educatio ad its Istitute of Educatio Scieces, which icludes the Natioal Ceter for Educatio Statistics. Fially, IT professioals focus o data issues (icludig security, permissios, maiteace, architecture, ad storage), applicatio maagemet ad itegratio, vedor relatios, ad process automatio. Recet improvemets to aalytics tools have made it easier for istitutios to track studet achievemet ad to use this iformatio for academic advisig, retetio improvemet, ad istitutioal assessmet purposes. Commoly, these tools are coected to various learig maagemet systems (LMSs) ad collect studet performace data i situ. Two primary uses for these tools are just-itime itervetio (e.g., with tutorials) to improve mastery learig ad itrusive, or proactive, 5 advisig. Both uses ca improve studet retetio, which i tur ca icrease studet completio rates. A third, more specific use is to desig learig assessmet processes for idividual courses, especially gateway courses. Such tools, whe appropriately coected with academic support services, ca sigificatly improve studet learig. The use of ope educatioal resources (OERs) ad MOOCs offers studets multiple ways of learig withi ad outside the istitutio. Competecy-based learig models are becomig more frequet, ad istitutioal leaders eed to cosider Aalysis of iformatio collected routiely i the course of a give semester or year ca help iform course desig, program ehacemets, tutorig ad special assistace resource eeds, admissios criteria, ad course redesig activities. Barbara Zirki Associate Dea, Distace Learig, Steveso Uiversity how to award credit for prior learig i a effort to help studets keep the cost of educatio dow ad improve time to completio. Social etworks such as Google+ allow olie ad o-campus studets to meet i a virtual space where they ca feel coected to their classmates, their program of study, ad the campus as a whole. 6 Studies have show that a sese of commuity ca improve studet retetio ad persistece. 7 Educatig faculty o the value of providig timely feedback, leveragig OERs, ad usig social media i the classroom is essetial to the success of these iitiatives. Thoughtful ivolvemet of the faculty, perhaps through a teachig ad learig ceter, ca create a eviromet that is supportive of these tools. The strategic issue that is most critical is the itegratio of these tools with the overall istitutioal assessmet. Leveragig the iformatio well depeds o a strategic pla developed at the istitutioal level ad edorsed by the goverace structure withi the istitutio. Advice Develop a data ad applicatio architecture for learig ad academic aalytics tools. Cosider whether that architecture would be best based o a aalytics platform embedded i a core applicatio such as the LMS or o a applicatio agostic, dedicated aalytics solutio. Determie key outcomes objectives ad the data-drive questios that eed aswers to achieve those objectives. Desig a program based o those, rather tha o the data that just happes to be top-of-mid or most readily available. Establish the role of Chief Privacy Officer to address data-sharig risks ad cocers; proactively allow studets to cotrol their privacy settigs. Be sure that itervetio tools (e.g., itegrated plaig ad advisig services, or IPAS) are flexible ad customizable ad offer oe-stop shoppig for both advisors ad studets. Recogize that these systems are 16 EducausEreview MARCH/APRIL 2014

8 Top-Te IT Issues, 2014 immature at this poit ad that implemetatio must be agile ad plaed i stages i order to achieve maturity ad retur o ivestmet. Istitutios with: Degree audit/academic progress trackig: 73% Academic advisig systems: 66% Early alert systems: 46% A sig of market istability: The umber of vedors servig these areas is iversely correlated with the percet of istitutios curretly usig them. EDUCAUSE Core Data Service 2013 Issue #2: Establishig a Partership betwee IT Leadership ad Istitutioal Leadership to Develop a Collective Uderstadig of What Iformatio Techology Ca Deliver To establish a effective partership, IT leaders ad istitutioal leaders must start with a shared visio. IT leaders must be able to uderstad the istitutioal missios ad strategic priorities ad alig resources to support ad achieve them. Recogizig that both the istitutioal leadership ad the IT leadership brig sigificat perspectives to the table will beefit all. It has always bee a fuctio of IT leadership to commuicate both the promise ad the limitatios of techology. Oe chage i recet years ivolves the level of hype surroudig IT issues, from olie educatio to cosumer electroics. Thigs that may seem obvious to o-techologists iclude the followig: Olie programs geerate huge reveues at low cost. Google, Twitter, Facebook, ad other cosumer applicatios are free, so providig these kids of services for the istitutio will be easy ad will cost little or othig. Techology will always allow us to do more for less. Cloud services cost less, work better, ad reduce local staffig eeds. There are elemets of truth ad fallacy i all these propositios, but techologists kow there are o simple aswers. IT leadership eeds to help educate istitutioal leadership o whe to leverage techology ad for what purposes. Withi this resposibility, IT leaders eed to be able to explai the challeges, total cost, ad opportuities. Without a high level of trust betwee IT leadership ad istitutioal leadership, decisios may be made based o oversimplified views. Oe aspect of that trust is that the IT orgaizatio ca deliver o services ad ca be couted o to ru a trasparet ad collaborative departmet. IT orgaizatios are dealig with a fairly fast movig ad growig set of demads o their resources. Expectatios of service levels ad flexibility are icreasigly diverse ad complex. The IT orgaizatio must provide a educatioal ad research ifrastructure that helps to maitai the istitutio s competitive edge with respect to its peers ad that is rooted i or highly depedet o robust IT services. IT leaders must look beyod their immediate challeges ad have ope ad cadid discussios about where ad how techology will trasform the istitutio. To be sure, these trasformatios will happe at differet rates ad to differet extets o differet campuses, but takig a wait-ad-see approach while techologies are prove at other istitutios is o loger strategic. At the same time, istitutioal leaders must allow some level of stumblig or eve failure while the IT orgaizatio takes steps to miimize the risks i its more iovative udertakigs. Curret IT ad istitutioal leaders were ot raised i a ubiquitous etwork, device, ad app world. Hece, their sese of techology capability ad opportuity may ot match that of the studets, faculty, ad staff they are tryig to serve. I some cases, curret Uless this partership is formed, the istitutio itself has o hope of egagig i the type of collaboratio ecessary for the systemic chage i higher educatio that is essetial to its survival. Barbara Howard Associate Professor, Appalachia State Uiversity 18 EducausEreview MARCH/APRIL 2014

9 Top-Te IT Issues, 2014 leaders may have begu their careers i a very traditioal academic eviromet where there was a clear distictio betwee what the IT orgaizatio did ad the academic missio of the istitutio. It is ow icumbet o our istitutioal leadership to develop a itimate awareess of ideed, wherever possible, a direct experiece with the higher educatio trasformatios that are beig drive by techology i some cases o a large scale (e.g., MOOCs), ad i some cases o a very persoal scale (e.g., persoal learig eviromets ad prior learig assessmets). A cotiual exchage of iformatio ad ideas will allow the etire istitutio to respod swiftly ad smartly to subtle ad major pedagogical chages that are iformed, supported, ad drive by techology. Oe of the most importat parterships that IT leaders must form i higher educatio is with academic leaders, begiig with the provost or chief academic officer ad extedig to the faculty. I additio, college ad uiversity libraries sit at the exus of techology, iformatio, ad educatio ad, as a result, may be a vast utapped resource i terms of uderstadig the shiftig groud beeath higher educatio istitutios. Libraries are udergoig a profoud trasitio ad ca provide isights ito how to accommodate legacy models of iformatio storage, structure, ad access alog with the ew models that support studets chagig behaviors ad expectatios. Fially, studets ad parets expectatios deserve strog cosideratio i the coversatio about possible ew techology projects. Studets ad parets (the customers of higher educatio) are used to a certai level of fuctioality i the olie applicatios that they use every day: Amazo, Facebook, cable/satellite TV providers, ad so forth. Not providig similar levels of service ca hurt a istitutio s brad. Although members of the Net Geeratio may be used to avigatig a olie world, they do ot always uderstad the uderlyig techologies. Ad that lack of uderstadig meas they expect thigs to just work, like magic, because as Arthur C. Clarke wrote: Ay sufficietly advaced techology is idistiguishable from magic. Advice Idetify the istitutio s champios for effective use of iformatio techology i educatio, research, productivity, outreach, ad other areas. Develop strog relatioships with them so that they are parters ad advocates for the IT orgaizatio ad ot dissoat voices. Work through them to amplify the ifluece of the IT orgaizatio. Do t assume istitutioal leaders kow how iformatio techology ca help them achieve their priorities. Meet them more tha halfway by uderstadig their lies of busiess ad priorities, thus buildig the relatioship ad the credibility to offer advice. Help educate istitutioal leaders about the cotributios ad costs of techology to help them right-size their expectatios. Provide metrics that preset IT data i the cotext of their lies of busiess ad priorities rather tha i the cotext of IT operatios ad ifrastructure. Esure the IT staff whether cetral or distributed who are iteractig most with istitutioal leaders ca commuicate i the laguage they speak. Be sure those staff uderstad ad will support the IT orgaizatio s approaches ad priorities. A IT support staff may have more face time with the presidet tha does the CIO. Help istitutioal leaders esure that IT leaders are icluded i the strategic plaig process ad ogoig istitutioal goverace so that the IT leadership ca proactively cotribute to istitutioal strategy ad explai the IT costs of implemetig that strategy. Istitutios that have: Aligmet amog leadership: 44% Effective IT goverace: 32% The CIO o the presidet s or chacellor s cabiet: 51% A IT service catalog: 37% EDUCAUSE Core Data Service 2013 Issue #3: Assistig Faculty with the Istructioal Itegratio of Iformatio Techology The itegratio of techology ito higher educatio is o loger optioal but, rather, is a essetial compoet of a cotiuum of delivery eviromets, from the virtual to the face-to-face classroom. A strategy that combies quality desig, competecy i the use of LMSs, OERs, ad classroom techologies is becomig the status quo. Perspectives about how faculty should itegrate techology ito their teachig rage from the opiio that faculty should be self-motivated to lear how to use the techologies ad their applicatios to the view that the istitutio should provide as much assistace as possible so that faculty ca focus o the cotet rather tha the techology. Both perspectives have limitatios. 20 EducausEreview MARCH/APRIL 2014

10 Top-Te IT Issues, 2014 CIOs cocers about faculty ad e-learig: Faculty are skeptical: 55% Faculty lack eeded skills: 78% Jacquelie Bichsel, The State of E-Learig i Higher Educatio (ECAR, Jue 2013) Self-motivated techology adoptio, which relies o idividual iitiative ad iovatio, is stregtheed by istitutioal resources that ca supply a broader set of solutios ad cotexts. However, these strogly motivated faculty brig ethusiasm ad excitemet for usig techology i teachig. I additio, faculty value other faculty as facilitators for professioal developmet opportuities. Istructioal desig staff, i partership with faculty, ca form faculty learig commuities to build a campus culture i which techology is essetial to teachig ad learig. E-learig today: Faculty are rewarded for desigig ad deliverig olie courses: 38% Faculty play a large role i the selectio of istructioal techologies: 77% Faculty have a growig iterest i icorporatig techology ito teachig: 78% Faculty have access to cetral IT traiig resources: 80% Jacquelie Bichsel, The State of E-Learig i Higher Educatio (ECAR, Jue 2013) The IT orgaizatio has progressed from collaboratig with early adopters of techology to supportig the maistream or ecouragig resistat faculty. Faculty are drive by varyig factors. The overarchig factor is whether they believe that the itegratio of techology will help their studets lear. Resistace may also be due to lack of time ad icetives to develop techical expertise ad adapt teachig methods ad materials to take advatage of techology. Faculty members adoptio of techology affects their studets. I a recet evaluatio of e-textbooks, istructors adoptio of e-textbooks was a key ifluecer of studets experieces. I the same study, almost 60 percet of participatig istitutios idicated that lack of faculty adoptio was a barrier to future widespread deploymet of e-textbooks. 8 Supportig all faculty, ot oly the ethusiasts, is importat for a umber of reasos: First, studets expectatios ad experieces cotiue to evolve from place-based to more fluid multiplatform, cloud-based, ad adaptive. Secod, a growig body of evidece demostrates that techologyehaced educatioal approaches yield improved outcomes for studets. 9 Fially, faculty members who icorporate techology ito their curriculum ca use aalytics to improve their teachig ad their studets academic success. Early-alert systems ca work oly if the iformatio is there to support their effective use. Postig timely feedback via LMSs ad embracig digital commuicatio tools ad OERs mea that faculty must be digitally literate ad that campuses must adopt a culture of teachig ad learig with techology. It is time to actively help faculty develop higher levels of competece both i the techical literacy required to effectively use the available tools ad i the pedagogical approaches that itegrate techology ito teachig (e.g., TPACK). I both of these areas, faculty have ofte bee left o their ow. IT orgaizatios eed to take the followig actios: Idetify ad be coversat i techical iovatios that ca improve teachig ad learig ad help keep the istitutio competitive. Esure that strategic IT plas iclude support of the teachig ad learig missio ad are coordiated with other istructioal desig groups, ad be prepared to advise istitutioal leadership o the beefits ad opportuities for usig techology i istructio. Offer faculty traiig ot oly for usig the latest tool, whether it is a LMS or a specific lecture-capture tool, but also for applyig techology to their curricula more geerally. Provide support for the specific tools that faculty eed i order to iovate i their selected disciplies ad learig eviromets. Collaborate with academic leadership to develop ad support a broad At may istitutios we have focused the faculty o learig the latest tool at the expese of a more broadly directed effort to hoe the idividuals geeral kowledge ad problem-solvig skills so that they may more readily adapt a ew tool without havig to have a complete re-educatio effort. Ritchie Boyd Academic Techology Specialist, Motaa State Uiversity 22 EducausEreview MARCH/APRIL 2014

11 Top-Te IT Issues, 2014 commuity of practice that icludes faculty, IT support staff, ad teachig support staff. Develop capabilities to assess the impact of various techologies ad methods i teachig ad learig. Recogize that ot all studets are the tech-savvy milleials commoly portrayed i the media ad that faculty ofte become the first lie of tech support ad accordigly eed strog support from the IT orgaizatio. Fially, may campuses would beefit from a cultural shift that values, expects, ad to some extet rewards faculty fluecy ad resposiveess with techology i the curriculum. Advice Assess faculty eeds ad the degree to which the istitutio curretly addresses those eeds. Develop a pla that will close the gaps ad that is tailored to differet faculty costituets. Faculty support: Idetify ad ivolve faculty members who are models of good practice i usig techology i istructio, so that faculty (ot admiistrators) are drivig the pla. Use the EDUCAUSE Core Data Service ( to bechmark the istitutio s support for faculty istructioal use of techology agaist that of peer istitutios. Uderstad the icetives that are curretly i place for faculty icorporatio of techology ito courses. Work with academic leadership ad other istitutioal parters (e.g., academic affairs, libraries) to develop a strategic pla for usig techology to advace teachig ad learig ad to alig that pla with istitutioal priorities ad fudig. Develop a teachig ad learig techologies architecture that ca be cosistetly applied to cotai costs ad esure that studets do t have to lear multiple, redudat techologies. 98% of istitutios have faculty idividual traiig i the use of educatioal techology (o request). 95% of istitutios have faculty group traiig i the use of educatioal techology. 93% of istitutios have istructioal techologists to assist faculty ad istructioal desigers with the itegratio of techology ito teachig ad learig. 84% of istitutios (up from 81% i 2012) have itesive support for faculty who are heavy users of istructioal techology. 82% of istitutios have istructioal desigers to help faculty develop courses ad course materials. 80% of istitutios have a desigated istructioal techology ceter available to all faculty. 73% of istitutios (up from 68% i 2012) have a faculty teachig/excellece ceter that provides expertise o techology. 66% of istitutios have studet techology assistace available to help faculty use techology. EDUCAUSE Core Data Service 2013 Issue #4: Developig a IT Staffig ad Orgaizatioal Model to Accommodate the Chagig IT Eviromet ad Facilitate Opeess ad Agility Techologies ad their maagemet ad sourcig are chagig faster tha ever before. Higher educatio istitutios must develop the ability to quickly embrace sesible iovatios as well as effectively retire legacy techologies that hider advacemet of the missio ad goals of the istitutio i the short ad log ru. Demads to accommodate ad support the ew techologies, IT eviromets, ad service models require IT orgaizatios to be more flexible ad agile tha i previous years. Today s IT demads also require a differet kid of professioal. Staff ca o loger pick a techology platform or role ad make it a career. Maagers have to prepare staff for techologies ad service models o the horizo, developig the talet as the techologies ad models emerge. This etails hirig agile staff who are comfortable with chage, buildig flatter orgaizatios that allow for quick decisiomakig ad iovative thikig, ad cotiually developig staff. Experiece i the field aloe is ot eough. Today s workforce must have 24 EducausEreview MARCH/APRIL 2014

12 highly developed soft skills or at least the predispositio to develop them. CIOs, maagers, ad idividual cotributors all cosider techical skills to be less importat to their success tha soft skills such as effective commuicatios, project maagemet, strategic thikig, ad ifluecig. It is likely that give equivalet levels of techical skills, the commuicatio ad other soft skills will differetiate professioals ad provide a competitive advatage. This does ot mea techical roles are less importat, however. The roles i shortest supply iclude developers, database admiistrators, programmers, ad iformatio security specialists. I additio, IT staff rate formal techical traiig as the most importat activity cotributig to professioal growth ad developmet. 10 The IT professioal of the 21st cetury must be able to work i crossfuctioal teams to gai a uderstadig of the bigger picture ad specific requiremets. Those requiremets could be related to busiess, fiace, web techology, user experiece desig, medical equipmet, ad so forth. IT staff must be able to effectively commuicate ad quickly troubleshoot issues, whether by workig aloe or by tappig ito broader commuities of expertise. IT staff eed to be very well coected with fellow professioals i their field through veues such as meet-ups, cofereces, social media, ad service opportuities withi the istitutio or the commuity at large. Today s IT orgaizatio will eed to chage as well. The maturatio of the cloud is resultig i icreasig moves of applicatios, platforms, ad ifrastructure outside the istitutio. These moves are disruptig traditioal IT orgaizatios. Accordig to a July 2013 ECAR survey of more tha 2,000 IT professioals, early half of college ad uiversity IT orgaizatios experieced at least a mior reorgaizatio i the past year. 11 I-house staff are ot the oly or optimal optio i may cases. Alteratives such as cosultats or cotractors, outsourced services ad platforms, ad shared services (whether iterally or with a system or cosortium) ca augmet orgaizatioal capabilities or capacity, reduce or cotai costs, ad/or accelerate projects (see Figure 2). Thus far there is little evidece of workforce dimiishmet. Nearly half 46 percet of IT orgaizatios added staff i the last year, ad oly 16 percet reported layoffs. Istead, ew roles replaced previous oes. I 2013, 38 percet of IT maagers ad staff were hired to fill ewly created roles, rather tha to replace or augmet existig roles. 12 Techical roles are still eeded, whether itegrators, architects, security aalysts, istructioal techologists, or idetity maagemet egieers. But additioal roles are also icreasigly eeded, icludig busiess aalysts, aalytics professioals, project ad process maagers, vedor maagemet specialists, ad service maagemet professioals. These chages place special demads o seior IT ad huma resources (HR) leaders. Robust ad Figure 2. Predictios of Chage, Distributed IT will shrik as IT becomes more cetralized Moves to the cloud will reduce the IT workforce Outsourcig will reduce the IT workforce iovative staff developmet programs ca help retool ad retai existig staff ad lesse workforce disruptios. Veues such as hack days ca foster staff creativity, learig, ad experimetatio. Colleges ad uiversities should cosider emulatig idustry, icludig such compaies as 3M, Google, ad Hewlett Packard, which all have programs that support staff exploratio ad experimetatio ad that, ot icidetally, also help those compaies thrive ad iovate. Quality of life is oe of the most importat factors keepig IT professioals at their curret istitutio, sigificatly outweighig salary. 13 Those HR policies ad IT maagemet practices (e.g., telecommutig, flex time, sufficiet resources) that help the IT workforce maitai the quality-of-life factor will help retai ad motivate staff. Fially, the way faculty, staff, ad studets work has chaged too. Faculty collaborate across istitutios. Staff are o assigmet i remote locatios. May istitutios are veturig ito olie educatio for the first time. The etire campus commuity expects to be able to access istitutioal resources 49% 28% 23% 36% 25% 39% 31% 25% 44% Agree Neutral Disagree Source: Jacquelie Bichsel, Today s Higher Educatio IT Workforce, ECAR Research Report (Jauary 2014) MARCH/APRIL 2014 Educausereview 25

13 Top-Te IT Issues, 2014 I today s eviromet we eed our orgaizatios to be lea ad mea, ad yet we also eed eough depth ad cross-traiig that thigs do t fall apart whe a key perso goes out o a log-term FMLA. Mark Berma Chief Iformatio Officer, Siea College at ay time ad from ay locatio or device. Both istitutioal leadership ad IT leadership must provide the required policies, procedures, techology, ad support to facilitate work i distributed ways. Developmets such as federated idetity, cloud computig, ad SaaS (software-as-a-service) are certaily ways to accomplish some of these challeges, but more eeds to be doe ad more quickly. Advice Esure that orgaizatioal ad staffig goals derive from strategic priorities. If you are movig to the cloud, you will eed a differet structure tha if you ited to source your services iterally. Similarly, determie the optimal bled of distributed ad cetralized IT at your istitutio to support iovatio close to the customers while cocurretly takig advatage of the ecoomies of cetralizatio. Develop priorities by doig sceario plaig to evisio differet potetial futures for techology at the istitutio. What would the istitutio eed from the IT orgaizatio if most developmet ad commodity services were outsourced? What would the istitutio eed from the IT orgaizatio if the istitutio placed a major emphasis o research, or if it wated to iitiate a ambitious developmet campaig, or if it made iteratioal educatio a major part of its busiess model? 26 EducausEreview MARCH/APRIL 2014

14 The EDUCAUSE Top-Te IT Issues website ( offers the followig resources: A video summary of the top-te IT issues Top-te lists for various istitutioal subgroups Balacig Iovatio with Executio (a discussio amog five members of the IT Issues Pael) Recommeded readigs ad EDUCAUSE resources for each of the top-te IT issues A iteractive graphic depictig issues treds year-to-year A iteractive graphic depictig issues by istitutioal characteristics Top-te IT issues presetatio / slides HTML ad PDF liks to this EDUCAUSE Review article Iitiate talet plaig to idetify star performers ad risig stars, ad esure they have robust ad realistic developmet plas. Approach talet plaig with a spirit of geerosity. Those plas should ot assume that the IT departmet is the oly place to grow ad develop. Sped as much time developig staff with potetial as is spet maagig staff with performace issues. Idetify the talet gaps that exist ow or will exist depedig o future eeds ad create a pla to fill them, ideally repurposig talet to motivate the etire orgaizatio. Talet gaps ca be egative as well as positive. Idetify the roles that should be phased out as well as the roles that are eeded. Lear from peer orgaizatios to get ideas about ew orgaizatioal structures ad roles. Proactively develop a strog partership with the HR departmet to make orgaizatioal work easier, faster, ad more effective. IT workforce fiacials: Spedig o travel/traiig/ cofereces has stayed at approximately 1% of the IT budget sice FY10. 22% of istitutios outsourced at least some staff i FY13. 55% of FY13 IT expeditures were for compesatio (up from 52% i FY11). EDUCAUSE Core Data Service 2013 Issue #5: Usig Aalytics to Help Drive Critical Istitutioal Outcomes Freema Hrabowski, Jack Suess, ad Joh Fritz have stated that assessmet ad aalytics, supported by iformatio techology, ca... chage istitutioal culture ad drive the trasformatio i studet retetio, graduatio, ad success. 14 If implemeted properly, aalytics provide a powerful tool to help guide the assessmet of studet learig outcomes. Give that these tools are ofte coected to LMSs, they may most easily be used with hybrid ad olie courses. However, the potetial is there for learig outcomes to be measured for all studets. These tools ca also be tied to various retetio tools, such as just-i-time itervetio ad itrusive advisig. From a istitutioal research poit of view, such data is critical to meetig the requiremets of various accreditatio associatios, as well as to icreasig studet retetio ad credetial completio. Whe performace metrics are tied to fudig, studet aalytics tools ca play a key role i documetig istitutioal progress toward goals. Campus eterprise solutios cotai eormous amouts of data icludig studet demographics, erollmets, fiacial aid iformatio, ad studet learig outcomes. Ufortuately, the iformatio is seldom readily available or orgaized i a meaigful way. By leveragig aalytics, MARCH/APRIL 2014 Educausereview 27

15 Top-Te IT Issues, 2014 istitutios ca develop the treds ad forecastig models to make iformed decisios regardig academic program ad course offerigs, support services, ad distace learig optios i other words, to decide where ad whe to ivest (or divest) i respose to studet demads. Istitutios eed to develop best practices ad to idetify gaps i data collectio, miig, ad maagemet, as well as reportig ad applicatio processes. The IT orgaizatio ca cotribute to aalytics iitiatives by buildig the campus culture for evidece-based decisio-makig ad maagemet, buildig parterships outside the IT orgaizatio with istitutioal research ad academic leaders, showig how data i separate systems ca become very useful whe captured ad correlated, ad refiig the associated busiess processes to collect critical data that might ot have bee collected istitutioally ad to esure that the data is defied ad collected cosistetly across departmets ad uits. Accordig to a EDUCAUSE Expert Pael o the Future of Admiistrative IT, higher educatio is ow at a potetial iflectio poit where the right ivestmets i aalytics could geerate expoetial icreases i strategic returs. The questio is whether istitutios ca make those ivestmets. Thus, leveragig admiistrative systems to focus o their aalytics potetial rather tha simply their trasactio-processig capabilities expads the value propositio of admiistrative systems from essetial opera tioal ifrastructure to key strategic asset. The pael suggested that oe of the steps ecessary to prepare the groud for aalytics refiig ad stadardizig busiess processes ca help overcome uecessary customizatio i services ad systems ad thereby achieve savigs that ca be used to fud aalytics ivestmets. 15 Vedors are key parters i aalytics iitiatives, ad iformatio techology ca facilitate the deep collaboratios eeded at this time to eable higher educatio to extract maximum, relevat value from aalytics. Today, may providers of LMS ad other foudatioal higher educatio applicatios are itegratig aalytics capabilities ito their solutios. It is ot yet clear whether itegrated aalytics capabilities or stad-aloe BI tools will be the more effective or affordable solutio. The EDUCAUSE Expert Pael expressed cocer about whether today s itegrated capabilities are actually meetig istitutios aalytics eeds. This marketspace is chagig rapidly, ad may istitutios strategies will be drive at least as much by their budgets as by their eeds. Regardless of the still-maturig marketspace, istitutios are movig rapidly. By leveragig aalytics, we ca develop the treds ad forecastig models to make iformed decisios regardig academic program ad course offerigs, support services, ad distace learig optios i other words, where ad whe to ivest (or divest) i respose to studet demads. Morris W. Beverage, Jr. Presidet, Lakelad Commuity College By the ed of 2015, approximately half of istitutios will have implemeted data warehouses (52%) ad BI dashboards (47%). Aalytics techologies accout for four of the EDUCAUSE Top-Te Strategic Techologies for 2014 (ad for five of the top twelve). 16 Advice Begi with strategic priorities that is, the questios ad decisios the data should support before determiig the data or the tools that are eeded. Develop a aalytics architecture that fits the istitutio s aalytics priorities ad budget ad that icludes tools, data, ad process flows. Complete the ECAR Aalytics Maturity Idex for Higher Educatio ( -publicatios/ecar-aalytics-maturity -idex-higher-educatio) to assess the curret maturity of aalytics at the istitutio ad to help determie the level of maturity that is desired. The gaps revealed by the assessmet will help idetify service ad capability priorities. Esure aalytics outputs are built ito ogoig plaig ad maagemet processes. Determie who eeds to be traied i aalytics cocepts ad develop a pla for doig so. Review the EDUCAUSE Top-Te Strategic Techologies i 2014 list to idetify the aalytics techologies that higher educatio is emphasizig. Percetage of istitutios plaig or implemetig the followig i 2014: BI reportig dashboards: 47% Geeral aalytics: 40% Busiess performace aalytics: 35% Course-level aalytics: 35% Degree-advisig aalytics: 32% Susa Grajek, Higher Educatio s Top-Te Strategic Techologies i 2014 (ECAR, February 2014) 28 EducausEreview MARCH/APRIL 2014

16 i higher educatio, vedor cosolidatio i software ad cloud services is drivig up costs. 4. With icreased cosumerizatio, most members of the campus commuity have their ow, persoal techology; however, istitutios cotiue to provisio ad eve require redudat techologies that do t maximize their productivity. For example, prelimiary aalysis of a dataset of 529 istitutios that participated i both the 2012 ad the 2013 EDUCAUSE Core Data Service surveys suggests that demad for public computig resources Issue #6: Chagig IT Fudig Models to Sustai Core Service, Support Iovatio, ad Facilitate Growth Colleges ad uiversities everywhere are uder sigificat fiacial pressure. This is aturally traslatig ito pressure o the IT budget. CIOs will eed to employ icreasigly iovative strategies to attract ew fudig that will sustai core services, provide space for iovatio, ad facilitate growth. Four aspects of techology i higher educatio are causig these cost pressures: 1. The rate of growth i ew techology adoptio is movig faster tha the rate of decrease i costs meaig that istitutios sped the same or more overall. 2. The lack of reliable fudig for large-scale ifrastructure improvemets ofte meas that whe fudig is secured to replace equipmet, istitutios overprovisio thereby spedig more because of ucertaity about how log the equipmet will eed to operate before beig replaced. This overprovisioig flies i the face of Moore s law ad causes a variety of problems for istitutios. 3. Because of the resistace to chage MARCH/APRIL 2014 Educausereview 29

17 Top-Te IT Issues, 2014 Small productivity gais are o loger the ame of the game. CIOs eed to idetify paradigm shifts ad ew ways of operatig to meet the budget pressures. Outsourcig, co-sourcig, co-developmet will all be importat. Paul Sherlock Chief Iformatio Officer, Uiversity of South Australia has mostly remaied stable or eve icreased i the past year. 17 For most istitutios, the ERP (eterprise resource plaig) system ad its associated compoets are the sigle biggest source of IT costs. Istitutios eed to rethik the approach to ERP with the aim of reducig the cost of admiistrative systems. ERP costs are compouded because higher educatio has highly customized these systems, thus eedig large staffs to maitai the customizatios with each software upgrade ad ew system itegratio. Private idustry is movig eterprise systems to the cloud either as a service or as ifrastructure as a service ad usig third parties such as Amazo Web Services (AWS). Higher educatio IT leaders eed to begi examiig similar strategies to move ifrastructure from a capital or oetime cost to a aualized cost that ca be easily adjusted as demad warrats. Aother, loger-term strategy is for IT leaders to egage with academic departmets to rethik what software is used for istructio. With the icrease i cosumerizatio, istitutios might cosider leveragig ope-source software that studets ad faculty ca use o their persoal machies. However, most academic departmets have bee slow to adopt these ew packages, ad istitutios maitai liceses for dozes of commercial packages that have ope-source alteratives (e.g., commercial statistical packages vs. R). The fudig model for IT staffig may also eed to chage. The overall pressure o aual budgets due to staff salaries ad beefits makes it difficult to cotiue to expad the staff to add ew tool ad skill sets. The IT orgaizatio may have to allocate more fudig to hire cosultats ad cotractors to implemet ew techology iitiatives ad projects that would have bee accomplished by IT staff i the past. Equally importat will be gaiig greater isight ito the curret cost of various IT services, so that they are o loger see as a free good. For example, how much does a simple system developmet (e.g., addig a ew report or Figure 3. IT Expeditures by Istitutioal Missio Admiistratio 50% Research/ Other 10% Teachig ad Learig 40% Source: EDUCAUSE Core Data Service 2013 chagig a etry scree) really cost? If busiess owers had this iformatio, they could make a iformed decisio about whether their request is worth the cost (ad they could be billed o this basis). Curret cost ad budget models were desiged twety-five to fifty years ago, whe iformatio techology was very differet. A umber of strategies are likely to be required, all supported by aalytics that will help demostrate the value add of the IT ivestmet beig made. Chargebacks ad cost allocatios are commo fudig models for core services. Oe strategy that istitutios should cosider is evaluatig their curret allocatio ad chargeback strategies ad applyig the right methods to the right types of core services. Accordig to Garter, the followig are the seve most commo chargeback ad cost-allocatio methods: 1. Service-based pricig 2. Negotiated flat rate 3. Tiered access 4. Measured resource usage 5. Direct cost 6. Low-level allocatio 7. High-level allocatio 18 Figure 4. IT Expeditures Used to Ru, Grow, or Trasform the Istitutio Ru 79% Grow 13% Trasform 6% Other 2% Source: EDUCAUSE Core Data Service EducausEreview MARCH/APRIL 2014

18 Each method has its stregths, weakesses, ad trade-offs that must be cosidered before settlig o a particular method for a particular eed. A egotiated flat rate for storage is simple ad predictable, but it might ot be a good choice i cases where oe user cosumes sigificatly more resources tha was origially estimated. Storage might be better served by a measured resource-usage method i which idividuals are charged for the storage they cosume. Service-based pricig is complex (thik AWS pricig schedules), but if doe properly, it gives idividuals sigificat cotrol over how much they pay based o how much they cosume. For example, beig able to set up a cloud-based multi-ode cluster to ru a experimet ad the shut it dow o completio of the project meas that a research team pays oly for the server resources it cosumes. By optig for a service-based pricig model, the team could avoid tyig up tes of thousads of dollars i a hardware cluster that might sit idle percet of the time. Supportig iovatio ad facilitatig growth require fudig models that are tied to strategic plas. Iovatio ivestmets i particular ted to be IT project-focused: upgrade a lab buildig to 10GB or more to facilitate large-scale data sharig; lauch a proof-of-cocept iitiative to explore data visualizatio; streamlie admiistrative processes by shiftig to electroic sigatures. A milestoe-based fudig approach i which fudig is earmarked for the project but ot distributed util the ext milestoe is achieved ca help both istitutios ad project teams iovate quickly ad deliver results more cosistetly, all while keepig fiaces from gettig out of cotrol. Advice Bechmark the istitutio agaist others by participatig i the EDU- CAUSE Core Data Service to compare istitutio spedig ad staffig for admiistrative iformatio systems, IT expeditures by istitutioal missio (see Figure 3), ad IT expeditures for ruig vs. growig vs. trasformig the istitutio (see Figure 4). Esure that the istitutioal leadership is committed to chagig traditioally rigid IT fudig models to more dyamic oes that reward or icetivize desired outcomes. Create ad maitai a service catalog that icludes a method of prioritizig MARCH/APRIL 2014 Educausereview 31

19 Top-Te IT Issues, 2014 the missio differetiatio ad criticality of each service. Estimate the TCO (total cost of owership) for each service, ad use the prioritizatio to help determie which services are commodities that should cost as little as possible ad which are missio-differetiatig ad missio-critical, thus warratig higher ivestmet ad emphasis. Develop a pla to drive dow the costs of commodity services through outsourcig, cetralizig, movig to the cloud, or usig cosortia. Idetify services that ca be susetted. Itegrate these foudatio approaches ito istitutioal IT goverace to support iformed decisios about fudig priorities ad eeds. Percetage of istitutios able to: Calculate the ROI or NPV of IT projects: 20% Calculate the TCO of IT services: 18% Ede Dahlstrom, Assessig Your Fiscal Badwidth (ECAR, May 2013) Issue #7: Addressig Access Demad ad the Wireless ad Device Explosio The top issue i 2013, the wireless ad device explosio cotiues to challege may IT departmets. Media reports coverig the impact of the wireless explosio o higher educatio ote that istitutioal wireless etworks are strugglig to keep up with demad. 19 The ECAR Study of Udergraduate Studets ad Iformatio Techology, 2013 foud that 58 percet of studets ow three or more wireless-capable devices. 20 This explosio of wirelesscapable devices o campus etworks is challegig may istitutios (see Figure 5, page 36). The IT orgaizatio is We lauched a program where all icomig freshme received a uiversity-provided ipad mii. Our istitutio added some 1,000 ipads to its wireless etwork. This has drive our IT departmet to more tha double the cout of access poits across campus. Christia Boiforti Chief Iformatio Officer, Ly Uiversity expected to accommodate ad, ideed, embrace the icreased demads o the ifrastructure. The BYOE tred has ot bee shaped by ay istitutioal policy or pla but, rather, by studets expectatios that they will have the same resources o campus as they have i their home or at Starbucks. This dyamic has already placed demads o techology ifrastructure ad resources. Although some of this use of resources is academic, a great deal is directed to studets persoal use of the Iteret. This is true for residetial as well as commuter schools. Give that most coffee shops supply free Wi-Fi, istitutios ru the risk of beig regarded as substadard if they fail to accommodate their studets (ad visitors ) demads for easy ad robust etworkig capacity. I additio, though their umbers are smaller, faculty ad staff are icreasigly brigig a plethora of devices to the workplace; they too expect to be able to work seamlessly ad efficietly withi ad beyod their offices, classrooms, labs, ad coferece rooms. As faculty, staff, ad admiistrators become icreasigly aware of the potetial of mobile devices to trasform educatioal ad busiess processes, they will expect their IT colleagues to be ready to advise ad provide istitutioal solutios. Faculty wat to itroduce mobile devices ito the classroom. This itroduces additioal demads o IT resources ad support. The eed to esure adequate badwidth ad quality of service to support a full ad active classroom ca tax the wireless ifrastructure more tha the simple volume of casual users outside the classroom. Beyod the classroom, may faculty are explorig ew ad emerget learig modes ad models that discard the dated assumptio that studets eed to perform their work at a formal, istitutio-supplied locatio (e.g., computer lab, library, residece hall). Faculty ca ow create learig opportuities that exceed 32 EducausEreview MARCH/APRIL 2014

20 the boudaries of the istitutio both i space ad i time ad free studets to pursue a much more aytime/aywhere approach to their educatio. Studets hope to be able to combie their ow persoal learig eviromets ad devices with the leadership ad scaffoldig their istructors create for them. The IT orgaizatio eeds to coordiate with faculty to determie ad develop the ecessary ifrastructure ad procedures to support istructio i a mobile eviromet. I additio, faculty ad staff may be willig to use their ow devices ad resources of their choosig ad fudig i exchage for the optio to work at times ad i locatios more coveiet ad productive to them. Istitutioal leaders will eed to uderstad the opportuities ad risks that such a model presets ad develop the eeded resources, processes, ad policies. As faculty ad studets are utethered from istitutioal facilities, admiistrators ca shift some resources away from thigs like classroom ifrastructure ad toward more iovative types of learig eviromets, whether real or virtual. Similarly, as the tred of staff brigig their ow devices cotiues to grow, the istitutio ca focus o methods of improvig productivity ad commuicatios rather tha o upgrade cycles ad software liceses. IT leaders eed to prepare for ad help shape istitutioal expectatios related to the BYOE tred. Like may other developmets i techology, the uderstadig of what is eeded fiacially as well as techologically ca easily be uderestimated. Ideed, the popular belief of may CEOs ad CFOs has bee that the BYOE tred will result i immediate savigs by reducig the eed to replace ad keep curret the traditioal PC labs o campus. Yet more IT leaders have experieced, ad are expectig, cost icreases related to BYOE rather tha savigs. 21 The potetial for decreased spedig o devices is more tha offset by the icreased spedig eeded to provide a robust ifrastructure ad ew, secure mobile services. Advice Prioritize the services ad applicatios the istitutio will make available i a mobile eviromet, ad esure that the prioritizatio aligs with istitutioal strategic priorities. Review the ECAR Research Report Progress i Meetig Demad for Mobile MARCH/APRIL 2014 Educausereview 33

21 Top-Te IT Issues, 2014 Figure 5. Average Number of Iteret-Capable Devices Accessig Istitutioal Networks 4 Studets NUMBER OF DEVICES IT to compare the istitutio s progress i mobile applicatio frameworks ad deploymet with that of other istitutios ad with advacemets i the field. 22 Esure that the istitutio has policies ad procedures to support ad maage studet, faculty, staff, ad visitor use of the wireless etwork, mobile applicatios, ad persoal devices ad that the policies ad procedures ca ad will be eforced. Uderstad ad support faculty members eeds for ad expectatios of mobility i their istructio, scholarship, ad research. Moitor wireless demad ad capacity o a ogoig basis, ad pla for cotiued growth i both. Esure that security programs balace rigorous stadards with ed-user coveiece. Maage risk by securig data rather tha YEAR Admiistrators Faculty Staff Visitors Source: Ede Dahlstrom ad Stephe difilipo, The Cosumerizatio of Techology ad the Brig-Your-Ow-Everythig (BYOE) Era of Higher Educatio, ECAR Research Report (March 2013) devices ad by coductig ogoig educatio ad outreach with all costituets. Recosider reimbursemet plas for BYOE, ad retai these plas oly if the istitutio has sufficiet political ad fiacial resources to support them. Istitutioal wireless: Proportio of wireless access poits that are : 48% Istitutios that provided ope access to the public Iteret i 2012: 31% Istitutios that provided ope access to the public Iteret i 2013: 37% EDUCAUSE Core Data Service 2013 Issue #8: Sourcig Techologies ad Services at Scale to Reduce Costs (via Cloud, Greater Cetralizatio of Istitutioal IT Services ad Systems, Cross- Istitutioal Collaboratios, ad So Forth) The fudig crisis for higher educatio is placig pressures o istitutios to make the available dollars stretch as far as possible so as ot to reduce services. Iformatio techology, which accouts for a media of 4 percet of istitutioal budgets, is cetral to may istitutios plas for cost reductio or at least cotaimet. It represets a cocetrated source of spedig, ad therefore savigs, ad it offers the promise of automatig work or otherwise itroducig efficiecies that will thereby reduce costs. This duality ca challege IT orgaizatios, which may feel called to lower spedig at a time whe they are also beig asked to resource ew iitiatives. Somethig has to give. Fortuately, several alteratives may help IT orgaizatios ad thus istitutios reduce their costs if they are prepared to make the chages that will truly deliver efficiecies. Those alteratives iclude cetralizig IT services ad systems; purchasig at scale; outsourcig services, platforms, ad ifrastructure; ad stadardizig busiess processes. 36 EducausEreview MARCH/APRIL 2014

22 Top-Te IT Issues, 2014 Cetralizig IT services ad systems. The maagemet philosophy that may istitutios, particularly large istitutios, have followed of every tub o its ow bottom is o loger viable. With that model, each departmet, school, uit, or eve lab i a istitutio would do its ow purchasig, ru its ow systems, ad have its ow admiistrative structure allowig it to operate fairly idepedetly from the istitutio. May larger istitutios foud value i distributig IT services ad placig resources i various schools ad admiistrative departmets to ru local file servers, istall ad maitai faculty ad staff devices, provide persoal support ad traiig, deploy patches, ad coduct a plethora of other admiistrative duties. Faculty, staff, ad studets received support tailored to their subject matter eeds ad persoal prefereces. Today, with cloud services (both iteral ad exteral deploymets), techologies that automate software istallatios ad patchig, cetralized pritig, cetralized or cloud storage, ad applicatio ad desktop virtualizatio, a few cetrally located employees ca perform much of the routie work that was distributed to umerous employees i multiple eviromets. Whe desiged ad executed optimally, the balace betwee cetralized ad distributed IT services ad systems ca shift, sigificatly reducig duplicatio of effort but retaiig missio-specific support ad solutios as well as the close faculty, studet, ad staff ties that ca foster iovatio. This is ot easy to accomplish, because each distributed IT group orgaizes ad staffs work differetly. I may cases, distributed IT staff have a bled of IT ad busiess-area resposibilities. Recocilig the curret staff, work, ad orgaizatioal structures with the ew service model ca lead to service disruptios (due to poor executio), awkward fits (because distributed IT staff are ofte geeralists ad cetralizatio teds to lead to greater specializatio), ad dimiished savigs (due to etreched local resistace). Purchasig at scale. Higher educatio has log bee takig advatage of eterprise agreemets, usig the scale of the istitutio or, whe applicable, the system to reduce costs per head or device, rather tha agreeig to multiple cotracts withi the istitutio or eve idividual purchases. For small istitutios, the opportuities to reduce cost by icreasig the scale of purchasig lie largely i the area of cross-istitutioal collaboratio. Purchasig cosortia such as the CIC Licesig Group, NERCOMP ( Five Colleges, Icorporated ( the New York Six Liberal Arts Cosortium ( york6.org), or the Midwester Higher Educatio Compact ( gather iterested parties for eve larger egotiatios. More recetly, Iteret2 has itroduced the NET+ iitiative, which egotiates prove products ad services o behalf of Iteret2 members. I eterprise liceses, cotract terms ofte take as log to reach agreemet as does the cost. With NET+, cotract terms that are acceptable to most higher educatio istitutios are egotiated, ad cost Cloud services ad other optios ca greatly reduce the duplicatio of effort i various schools/departmets ad free those resources for more valuable, missio-critical use. Sue Workma Associate Vice Presidet, Idiaa Uiversity also scales to a eve larger audiece. Iteret2 provides the iteractios with the vedors, relievig istitutios of such activities ad allowig istitutioal resources to be dedicated to other tasks. The Net+ program is geared primarily toward cloud-based services (delivered over the etwork). Outsourcig services, platforms, ad ifrastructure. As cloud solutios are maturig, colleges ad uiversities are able to move data ceters, applicatios, ad eve busiess processes outside the istitutio, where commodity costs ca be realized. Cloud providers eable istitutios to respod to spikes i usage ad demad quickly ad cost-effectively. It is o loger ecessary to overprovisio iteral ifrastructure to accommodate usage spikes. But the most commo IT fuctio to be outsourced is iformatio security (see Figure 6, page 40). Stadardizig busiess processes. Busiess processes that have bee optimized for multiple local groups must be recociled before they ca be cetralized ad/ or moved to the cloud. Although higher educatio does have requiremets that differ from those of other sectors, ad although various istitutios (e.g., state istitutios) are subject to specific busiess rules, it is difficult to dey that colleges ad uiversities have overcustomized ad overadapted applicatios ad processes to existig customs ad prefereces. If they are willig to adopt istitutio-, system-, cosortia-, or eve idustry-wide processes, higher educatio istitutios have the opportuity to purchase, implemet, ad deploy ear-vailla solutios that could greatly reduce the eed for customized code ad cofiguratios, which are ot implemeted oce ad doe but, rather, eed ogoig adaptios. Busiess process stadardizatio is likely the iitial step to take i order to achieve sigificat cost reductios through either cetralizatio or outsourced applicatios or services. Istitutios ad groups that commit to stadardizatio may have a opportuity to improve the fuctioality of vailla ad ifluece vedors to adopt 38 EducausEreview MARCH/APRIL 2014

23 Top-Te IT Issues, 2014 Figure 6. Percet of Staff Outsourced (amog Istitutios Outsourcig IT Fuctios) 29.5% as high ad low alog the dimesios of missio criticality ad missio differetiatio. IT departmet admiistratio Iformatio systems Iformatio security 20.0% 19.5% 19.0% 18.0% Core iformatio systems i the cloud: Eterprise ifrastructure IT support services 16.0% 13.0% 12.0% 10.0% 9.0% Data ceter Commuicatios/etwork ifrastructure Idetity ad access maagemet Educatioal techology Research computig 51% of istitutios have at least oe core iformatio system i the cloud. Half of those have two cloud implemetatios, ad 25% have three. 8% of istitutios have all core iformatio systems i the cloud. 2% of istitutios have outsourced middleware developmet ad support, help desks, ad/or data ceter services beyod disaster recovery. EDUCAUSE Core Data Service 2013 Source: EDUCAUSE Core Data Service 2013 a set of stadards that have bee developed o behalf of higher educatio. Advice Participate i the EDUCAUSE Core Data Service to compare the istitutio s spedig ad staffig with that of peer istitutios. Establishig baselie measures will help track savigs ad service improvemets. Busiess process reegieerig (BPR) ca promote the stadardizatio eeded to reduce costs ad improve services (e.g., through best practices ad ecoomies of scale), as well as to eable shared-services models. A key cosideratio is to take steps to capture ay savigs resultig from BPR to support strategic objectives, as opposed to lettig those resources disappear withi fuctioal areas. Prepare to move systems ad processes to the cloud by uderstadig their TCO i terms that ca be compared with cloud offerigs. Esure that istitutioal leaders (icludig the presidet, provost, chief busiess officer, ad goverig board) uderstad the potetial value of this work ad support the possible chages to istitutioal processes ad owership. Uderstad the strategic importace of istitutioal iformatio systems, ad prioritize efforts ad ivestmets, by classifyig systems Issue #9: Determiig the Role of Olie Learig ad Developig a Strategy for That Role A key strategic issue regardig olie learig is ot whether to egage, but how. Icreasigly, the issue cocers electroic cotet ad how that cotet 40 EducausEreview MARCH/APRIL 2014

24 Top-Te IT Issues, 2014 Figure 7. Istitutioal Cocers about E-Learig Not a cocer Mior cocer Techological kow-how of faculty Adequacy of staff Ability to keep up with others Affordability Adequacy of techology Faculty skepticism Retur o ivestmet Adequacy of policies Accoutability/accreditatio issues Trasformatio of higher educatio for the worse Source: Jacquelie Bichsel, The State of E-Learig i Higher Educatio: A Eye toward Growth ad Icreased Access, ECAR Research Report (Jue 2013) gets delivered through various mechaisms (e.g., LMSs, YouTube, MOOCs, etc.). The strategic discussio should be focused o: (a) the quality assurace of the cotet; (b) access to the cotet; ad (c) the ability to aggregate the cotet ito various packages, such as courses. These discussios will help keep the emphasis o learig. Such a emphasis will the ecessarily focus the discussio o studet learig outcomes ad their assessmet (Issue #1). The strategic eeds that follow these discussios are the built o the academic side i terms of decidig what the Moderate cocer Major cocer 0% PERCENTAGE istitutio meas by olie learig (e.g., cotet that ehaces traditioally delivered courses, hybrid courses, asychroous courses, fully olie degree programs), which aturally leads to determiig the eeded backboe support structures. Most importat, the likages amog academic ad IT (broadly defied) support structures eed to be tight ad well-fuctioig i order for this to work well. The push for olie learig is icreasigly beig drive by forces outside academic istitutios fudig orgaizatios, regioal accreditig bodies, ad federal, state, ad disciplierelated regulatory oversight agecies as well as by studet ad faculty demad. Each of these groups brigs differet rules to the table. Outside forces are begiig to have icreased ifluece i the role ad strategies for olie learig. Fudig such as that geerated by the Next Geeratio Learig Challeges ad others has led to directioal chages i the subject matter ad methodology by which olie learig is delivered. The resurgece of iterest i remedial courses i college, i the importace of the trasitio from high school preparatio to collegereadiess, ad i the icreased use of third-party iformatio purveyors has led may istitutios to chage some of the IT ad academic directio ad strategies for the use of their olie learig resources. Other orgaizatios, such as the America Coucil for the Blid, have had a major impact o accessibility strategies ad statutory madates for olie learig. Natioal accreditig bodies withi disciplie areas (e.g., NCATE, ABA, CAHME, CNE) have also had a impact o the role of olie learig ad o the strategies each istitutio develops to meet accreditig bodies demads. For example, the eed to demostrate greater iteractivity ad accoutability has led may providers to questio the role of olie learig ad the strategies that will be deemed successful withi a particular area of study. This eed has led, i tur, to icreased demad for IT resources that were ot ecessary previously resources such as the ability to access data for accoutability purposes (e.g., to demostrate icreased retetio for a program or degree optio). Federal ad state regulatory orgaizatios require adherece to stadards set by federal higher educatio reauthorizatio activities, which were drive, i part, by issues raised as a result of the fiacial aid missteps of a few ad by the gross misuderstadig about the rigor of olie learig i geeral. State regulatios have had a greater impact o the 42 EducausEreview MARCH/APRIL 2014

25 ability of may istitutios to cotiue to develop ad deliver olie learig outside of their ow home state. These regulatios ad the resultig pressure o the regioal accreditig bodies have led to a greater scrutiy of olie learig across the board. Studets ad faculty are demadig access to icreased olie resources for learig, whether for deliverig courses, programs, ad degrees solely olie, i a hybrid format, with a flipped classroom orietatio, or for deliverig courses, programs, ad degrees i a traditioal face-to-face settig. Studets ad faculty are icreasigly demadig that learig become aytime/aywhere/o ay device. The ability of istructioal staff, faculty, ad IT persoel to meet these demads requires istitutioal foresight ad plaig for olie learig activities. The level of strategic plaig for the eeded resources, fudig, ad persoel has arguably ot bee see before i academic istitutios. All of this leads to istitutioal cocers (see Figure 7). No curret discussio of olie learig roles ad strategy is complete Figure 8. Studets Experieces with ad Attitudes toward Badgig PERCENTAGE Received a digital badge for completig a MOOC Would use a badge i a job applicatio U.S. Caada It'l U.S. Caada It'l Source: Ede Dahlstrom, J.D. Walker, ad Charles Dziuba, ECAR Study of Udergraduate Studets ad Iformatio Techology, 2013, ECAR Research Report (September 2013) without recogizig the impact of MOOCs. Clayto Christese s semial work about disruptio for colleges ad uiversities has helped spur the frezy about MOOCs. 23 Still to be determied are their role withi traditioal istitutios, their use by olie learig providers, the degree to which they ca cotribute to promulgatig the flipped classroom cocept, ad the impact of credetialig, badgig (see Figure 8), ad credit all of which disrupt traditioal cocepts about learig i geeral ad olie learig i particular. Traditioally, the IT orgaizatio has played a role i providig support for a LMS or a collectio of other tools The defiitio of olie learig will also be iflueced by parties outside the istitutio publishers, accreditors, vedors, ad competig educatio sources. Charles E. Chulvick Vice Presidet for Techology, Assessmet ad Plaig, Rarita Valley Commuity College used i the classroom or olie for distace or hybrid delivery. With more hosted (cloud-based) LMS services ad the growth of MOOCS, the support role for the IT orgaizatio is evolvig. The ifusio of mobile devices i the classroom will cotiue that evolutio. I summary, the issue of determiig the role for olie learig ad developig a strategy for that role is uder costat revisio by faculty, admiistrators, istructioal desigers, ad, most importat, the IT persoel ad resources that make it all happe. Clearly, the amorphous ature of olie learig requires agile ad adaptable strategies, alog with strategists who are committed to furtherig studet learig ad to fidig the best meas to accomplish this sigular goal that is at the heart of all istitutioal activity. Advice Make e-learig iitiatives part of the istitutio s strategic pla ad budget, ad set specific goals for e-learig iitiatives. Bechmark the istitutio agaist peer istitutios through the ECAR E-Learig Maturity Idex for Higher Educatio ( library/resources/state-e-learig -higher-educatio-eye-toward -growth-ad-icreased-access), the EDUCAUSE Core Data Service, ad the EDUCAUSE Top-Te Strategic Techologies i 2014 list. Icorporate faculty-developmet programs ad icetives i olie learig programs ad projects. Desigate a office or ceter specifically for olie learig maagemet. Develop a strategy for idetifyig studets who eed techology traiig. Make course-desig support as flexible as possible to avoid costraiig faculty ad pedagogical iovatio. Cosider icreasig the umber of staff to support olie iitiatives. Whe selectig olie learig techologies ad services, focus o MARCH/APRIL 2014 Educausereview 43

26 Top-Te IT Issues, 2014 ease-of-use criteria (icludig accessibility), specific features, cotributio to learig objectives, ease of itegratio, security reliability, ad effectiveess. Cost should ot be the primary criterio. Olie learig: Istitutios with a LMS i the cloud: 12% Istitutios with a olie learig platform: 65% Istitutios that had had o discussios to-date about olie learig i 2012: 11% Istitutios that had had o discussios to-date about olie learig i 2013: 9% EDUCAUSE Core Data Service 2013 Issue #10 (Tie): Implemetig Risk Maagemet ad Iformatio Security Practices to Protect Istitutioal IT Resources/ Data ad Respod to Regulatory Compliace Madates For over a decade, iformatio security has bee a recurrig top-te IT issue. Figure 9. Istitutioal Adoptio of IT Risk Maagemet Programs or Methodologies Has your istitutio adopted a IT risk maagemet program or methodology? Yes No, plaig to implemet No, would like guidace 33% 33% 19% 16% Source: Joaa Grama, IT Risk Maagemet Poll, April 2013 (ECAR) No Whe security was first added to the list of top-te issues i 2002, it was iitially a techology issue: how do we architect the etwork ad systems with the proper equipmet or techologies to esure security? The result was the focus o addig firewalls, itrusio detectio (ow itrusio prevetio), virus protectio, spyware detectio, ad other techologies to address fudametal weakesses ad issues. Though all of these efforts have bee ecessary, they have ot bee sufficiet to esure security. As a cosequece, colleges ad uiversities are focusig more broadly o people ad processes, ofte leveragig frameworks such as ITIL or ISO to alig people ad processes with techology. These frameworks, which ofte iclude risk maagemet methodologies, help istitutios prioritize the protectio of resources (see Figure 9). Iformatio security orgaizatios were early adopters of risk-maagemet practices which served those orgaizatios well i prioritizig risks ad respodig to them. However, foudatioal risk-maagemet practices such as risk idetificatio, prioritizatio, ad respose activities eed to move beyod the purview of just the iformatio security orgaizatio to protect istitutioal data ad resources. Icreasigly, istitutios are turig to eterprise IT risk-maagemet programs to look at the strategic, operatioal, fiacial, legal, ad reputatioal risks iheret i operatig IT systems. Whether homegrow or based o a well-recogized stadard, these programs offer a more holistic approach to uderstadig a variety of types of risk across the istitutio ad prioritizig strategic resource allocatio accordigly. Lookig across the istitutio for risks also provides the best opportuity for protectig istitutioal resources ad data. Protectig istitutioal data is also heavily iflueced by exteral IT compliace requiremets ad the pealties for failig to meet those requiremets. Icreased regulatory requiremets ad reewed eforcemet efforts are a sig of the times, ad colleges ad uiversities are ot immue. Iroically, legislative, regulatory, ad cotractual compliace issues that dictate how data should be secured ad protected are burdeig colleges ad uiversities at the same time that istitutios are uder icreased pressure to reduce costs. This compliace burde exteds beyod the day-to-day operatios of istitutioal IT systems. Ofte faculty members ad research- The most importat security tool available to istitutios is the collective itelligece of our commuity. Rebecca L. Kig Associate Vice Presidet for Iformatio Techology, Baylor Uiversity 44 EducausEreview MARCH/APRIL 2014

27 ers fid that their research computig systems must meet certai security stadards i order to accept federal grats or to eve be competitive i the grat process. Istitutioal IT orgaizatios are expected to be able to provide that level of expertise to meet those madates. To add to this complexity, IT compliace is but oe elemet of a multifaceted istitutioal compliace issue. Two of the core values of higher educatio are commuity ad the sharig of iformatio. Commuity-based resources are some of the most effective tools i the practitioer s toolkit. Tools for higher educatio iformatio security iclude the followig: The Higher Educatio Iformatio Security Coucil (HEISC) was established by EDUCAUSE ad Iteret2 i July Its missio is to improve iformatio security, data protectio, ad privacy programs across the higher educatio sector through its workig groups of voluteers who coordiate activities ad collaborate with parters from govermet, idustry, ad other academic orgaizatios. The HEISC Iformatio Security Guide: Effective Practices ad Solutios for Higher Educatio is a compedium of iformatio providig guidace o effective approaches for the applicatio of iformatio security at istitutios of higher educatio. The HEISC IT Security Assessmet Tool is modeled o the ISO security stadard. This tool allows orgaizatios to get a broad picture of the overall stregths ad weakesses of their IT security program. The Research ad Educatio Networkig Iformatio Sharig ad Aalysis Ceter (REN-ISAC) is supported by Idiaa Uiversity ad a relatioship with EDUCAUSE ad Iteret2. Part of the atioal ISAC structure sice February 2003, the REN-ISAC is a itegral compoet of the higher educatio strategy to improve etwork security through iformatio collectio, aalysis, ad dissemiatio, early warig, ad respose. EDUCAUSE cofereces, specifically the Security Professioals Coferece, brig together higher educatio IT practitioers i forums that are focused o issues uique to higher educatio IT orgaizatios. The EDUCAUSE IT Goverace, Risk, ad Compliace (IT-GRC) program was established i Jauary This ew program will brig together higher educatio leaders ad practitioers to create tools to help istitutios tackle itegrated issues of goverace, risk, ad compliace. Cybersecurity risks ad threats cotiue to escalate, ad higher educatio is ot a exceptio. 24 Sustaied, complete security is impossible, ad eve if it were possible, it would be oerously expesive ad excessively restrictive to ease of use ad the ope sharig of iformatio that is a academic corerstoe. The result is that today, IT orgaizatios must prioritize where they focus their resources ad effort. Compliace madates stipulate miimum security stadards. Riskmaagemet programs attempt to calibrate the impact of risks ad of alterative mitigatio approaches so that istitutios ca prioritize their resposes. Advice Kow the istitutio s top-te strategic risks ad their IT implicatios. Esure that the IT orgaizatio participates i ay istitutioal risk assessmets. At the very least, alig the IT risk-assessmet process with istitutioal risks ad process. Make IT risk maagemet a ogoig process by assigig a ower to each risk s respose, moitorig riskrespose activities, ad periodically updatig ad reprioritizig IT risks. Complete the HEISC Iformatio Security Program Assessmet Tool. Get ivolved: joi EDUCAUSE ad the REN-ISAC to cotribute to the commuity s body of kowledge. IT risk maagemet programs: Methodology used by istitutios Idustry stadards (e.g., COBIT, ISO, NIST, MoR) 47% Homegrow methodology 39% Uses of IT risk maagemet programs To set IT priorities ad direct IT capital ivestmet 29% To iform istitutio s eterprise risk maagemet program 29% Joaa Grama, IT Risk Maagemet Poll, April 2013 (ECAR) Issue #10 (Tie): Developig a Eterprise IT Architecture That Ca Respod to Chagig Coditios ad New Opportuities Mobility/BYOE cosumerizatio, social etworks, MOOCs, ad the data beig geerated i today s highly coected world are affectig expectatios for teachig ad learig, studet services, ad assessmet/accoutability i colleges ad uiversities. Distace is dead, ad thigs are o the Iteret, spittig MARCH/APRIL 2014 Educausereview 45