Computer-Based Information Systems at Box Hill College of Kuwait - Case Study Example

Computer-Based Information Systems at Box Hill College of Kuwait Student’s Name Grade Course: Tutor’s Name Date Table of Contents Table of Contents 2 Executive Summary 3 1.0.Introduction 5 2.0.Strategic Nature of the situation 6 2.2.Case study: Implementation of CBIS in Makerere University Uganda 7 2.3.Analysis 8 2.4. Key issues raised by theory and practice 12 3.0.Evaluation of feasible solutions/lessons to be learned 12 3.1. Improving the coordination strategies at BHCK’s CBIS 12 4.0.Conclusion and recommendations 15 4.1.Conclusion 15 4.2.Recommendations 16 Executive Summary This paper addresses the use of Computer-based information systems (CBIS) in Box Hill College of Kuwait and confirms that in its current status, the system is more of a drain that a benefit to the institution. The paper notes that the current information system does not serve most of the critical information needs presented by students, faculty and the administrative staff. As such, the paper recommends that the college needs to design and implement a ‘new’ CBIS, but first, it needs to identify the information needs presented by its students, faculty and administrators. Additionally, the paper notes that the college needs to follow a strategy in its design and implementation of the ‘new’ information system. Notably, the strategy needs to fit within the college’s aims and objectives, and must therefore be perceived as an ideal way of helping the institution advance its cause. In a case study from Makerere University in Uganda, the paper observes that in addition to addressing the information needs in a specific user community, a computer-based information system must be accepted by the targeted users, and must also be supported by the management. Without support from the two, the real value of information systems cannot be realised. The paper ends by noting that Box Hill College can resolve the problems its experiencing with its current information system by first identifying the real problems with the current system; identifying the information needs in its user community; and designing and implementing a CBIS that address the aforementioned (i.e. inadequacies of the current system in meeting the information needs of the user community). 1.0. Introduction Computer based information systems (CBIS) have become a critical component of contemporary organisations. This paper will look at how the Box Hill College of Kuwait (BHCK) - a learning institution has embraced CBIS, and will gauge whether the systems have been drain or beneficial to the institution. Based on the analysis, the writer will then make recommendations for either BHCK and/or other institutions of learning that have embraced CBIS. The main aim of this paper is to identify how learning institutions can get value from the implementation of CBIS. The paper’s aim is informed by the realisation that learning institutions can use CBIS to manage and increase academic productivity for students, the tutors, and the non-teaching staff. However, that can only happen if CBIS is recognised as an important ‘resource that is key to good decision making in a competitive and ever dynamic environment’ as suggested by Nyandiere (2007, p. 26). Most of the discussion about CBIS in literature relates to corporations (i.e. business enterprises). Addressing the value of CBIS in corporate organisations for example, Stair, Reynolds and Reynolds (2009, p. 3) indicate that the value of CBIS is contained in its ability to ‘provide the right information to the right people...at the right time’ regardless of the physical distance separating the information consumers. Notably, learning institutions are not always perceived as business enterprises (i.e. when viewed from the students’ perspective); from the investor’s viewpoint however, learning institutions can qualify as business enterprises and hence the need to implement effective CBIS. Moreover, even if not for attracting students to an institution, learning facilities sold consider the use of effective CBIS solutions for purposes of enhancing the education management process. As such, it is arguable that learning institutions can borrow some lessons from the above statement quoted statement by Stair et al. (2009, p. 3). For example, they can benefit from CBIS systems that provide the “right” information to users as and when it is needed. The term “right” as used in the preceding sentence is relative to different users since the informational needs in the learning institution set up differs among students and their tutors, and even among the supporting staff (e.g. accountants). Before delving into the main case study (i.e. CBIS use in Box Hill College of Kuwait), it is vital for this paper to expound what computer-based information systems are. For starters, CBIS contains hardware systems and databases. The hardware systems have to be installed with software packages, which are necessary for enabling the users to attain their objectives using CBIS (Stair et al. 2009, p.3). In other words, Computer-based information systems are a combination of hardware and software solutions, which are together used to create database. More aptly, Stair et al. (2009, p. 11) has defined CBIS as ‘a single set of hardware , software, databases, telecommunications, people, and procedures that are configured to collect, manipulate, store and process data into information’. In other words, people and procedures are just as important to the effective functioning of information systems as the hardware and software components are. From the preceding definition, one can argue that the effective nature of CBIS depends on its ability to receive, manipulate, store and process data into information. As indicated in the sections below, the CBIS in BHCK is not able to handle all the identified processes, hence the conclusion that it drains (because it often has to be complemented by manual information processes) rather than add value to the college. 2.0. Strategic Nature of the situation 2.1. Strategic Information Management Strategic information management typically includes defining a mission for the information system based on identified user needs; establishing processes necessary to accomplish the identified mission; understanding the decisions necessary to ‘guide mission delivery processes’; supporting the aforementioned decisions by availing the right information to users at the right time, and ‘using technology to collect, process and disseminate information’ effectively to users (GAO 1994, p.11). Borrowing from this definition, the strategic nature of the new CBIS in BHCK needs to be formulated based on a defined mission (preferably one that fits within the larger mission and vision of the college). The main strategic considerations for the new information system will therefore need to include the targeted information users, their needs, their problems, and readiness for change (Mandic, Pelemis, Pasalic, & Lalic 2012, p. 231-232). All the identified considerations are especially necessary if one was to consider the lessons from the Makerere University case study as indicated below. 2.2. Case study: Implementation of CBIS in Makerere University Uganda Analysing the Makerere University scenario, Nyandiere (2007, p. 33) observes that the resistance by staff members in the institution was largely because they were not aware of the potential benefits of CBIS. As such, the staff members resisted and chose to stick to the old ways handling their information processes and needs. The lack of management support and commitment is also arguably partly due to the ignorance and lack of knowledge of the potential benefits that the CBIS would have had in the university. However and as noted by Nyandiere (2007, p. 33), the lack of management support has led to red-tape and bureaucratic tendencies in the implementation of the system. Additionally, it is noted that the institution lacked a proper strategy, with which it could use the CBIS responsive to its vision and mission. Additionally, Nyandiere (2007, p. 33) notes that Makerere University lacked a systematic method of implementing the CBIS, and specifically, those who implemented the systems failed to conceptualise and define it before starting the implementation process. As a result, not all the intended users understood its importance since they were not involved in the project conceptualisation stage, and consequently, the CBIS was not received as earnestly and openly as it would have if all potential users were involved. Notably, even the students who were eager to use the system did not get optimal value from it because much of the information they could have accessed from the system was not there, since the lecturers and other administrative staff in the university were not using the system as initially intended. 2.3. Analysis Comparing the case of Makerere University and the BHCK’s case, one notes several similarities; for starters, it appears that just like in Makerere, the users of BMIS infrastructure in BHCK were not consulted. As such, it appears that although the tutors and the students are willing to use the system, they cannot obtain optimal informational value from the same because of it rigid and inflexible nature. The fact the current system fails to include students’ financial records and students’ affairs is also a reflection that just like was the case in Makerere, the developers for the CBIS in BHCK did not engage with its users during the system design stage. Lessons to be learnt in both cases above is that a system is just as good as its ability to satisfactory serve the needs of its users. Specifically, and as indicated in Figure 1 below, management information systems design is centric to a good computer-based information system in higher education institutions. Figure 1: The links in the different aspects of a CBIS Source: Furqon (2010, p.5) The design of the system is dependent on the results of the data analysis (which factors in the users’ needs, the aims and objectives of the institution among other factors), and the existing infrastructure (i.e. in terms of the available hardware and software components). Notably, and as indicated in Figure 1 above, the design impacts on the quality of graduate (which happens because of the quality of information that one is able to access), and the quality of ‘information & service optimization’ in the institution of higher learning. While the Makerere University case study is arguably worse than the situation reflected in BHCK, it is rather evident that both systems do not serve the needs of their respective users. Looking at the BHCK scenario however, one gets the impression that the CBIS would probably be more efficient if it had an embedded restructuring solution. As Indicated by Furqon (2010, p.5), changes in information systems happen with every discovery and advancement that is made, and computer-based information systems need to be flexible enough to accommodate such changes. In other words, an information systems needs room for adjustments and improvements whenever the need to do so arises. In an environment where information needs are ever changing (in most cases to demand for more information), the need to have adjustable computer-based information systems cannot be overemphasised. Yet, and as illustrated by the current system at BHCK, not every CBIS designer conceptualise the need for flexibility to accommodate future changes. As such, the information system is only valuable to the extent that the information needs do not change. Notably, Even if changes are related to the decision-making processes in an institution, Furqon (2010, p.5) observes that a system should have the restructuring solution needed to ‘ensure that the steps are short, compact and in the right tracks’ in order to shorten the bureaucracy and hence save time while enhancing efficiency. Overall, to avoid a scenario like the one reflected in the Makerere University case study, it would be advisable for BHCK to consider a functional taxonomy as suggested by Mentzas (2001, pp. 397-410). In his suggestion, Mentzas (2001, p. 397) observes that the basics of a CBIS should include ‘information support, decision support, and communication support’. With the identified components, Mentzas (2001, p. 397) observes that categorisation of systems would be more precise, and this would enhance the usefulness of the CBIS. Applied in an institution of learning, Mentzas (2001, p. 397) would mean that the CBIS would be flexible enough to accommodate all the data needed to form a useful database for use as a source of information by all university stakeholders who need to use the same. Additionally, the suggestion would mean that the data and information generated by the CBIS is reliable enough to assist in different levels of decision making. Finally, the CBIS would be designed in a manner that allows communication by different stakeholders in BHCK. Theoretically, there are different types of computer-based information systems (Mentzas 2001, p.397). Such include executive information systems, electronic meeting systems, management information systems and decision support systems among others. The difference between the different types of CBIS mainly stems from their functional characteristics (Mentzas 2001, p. 397). For example, the CBIS needed in a college setup is not similar to the CBIS needed in a hospital. This then means that the effectiveness of CBIS is determined by how well the designer considers and captures its functions in a specific environment. A critical look at the CBIS in Box Hill College of Kuwait reveals that the designer could have overlooked the needs of students, faculty, and administrators. Rather, it appears that the designer did not consult with them to understand just w hat they would like the CBIS to accomplish for them. Consequently, the system is not satisfactory to the students, the faculty and the administrators. In addition, the system has technical problems, which make it unable to connect with other databases (e.g. ARMS), which are important to students. 2.4. Key issues raised by theory and practice The challenges experienced by CBIS users in BHCK are evidence that the system does not the multi-institutional needs reflected by the faculty, students and administrators. Additionally, the system does not facilitate integration and co-operation between the college and other informational systems that interest students and the faculty. All the identified inadequacies in the system seem to stem from the probability that its designers did not consider the information requirements (either implicit or explicit) of users. By denying BHCK access to ARMS, the system also seems to be limiting the college autonomy by limiting its networks and thus limiting the flow of information from outside sources. 3.0. Evaluation of feasible solutions/lessons to be learned 3.1. Improving the coordination strategies at BHCK’s CBIS According to Wilson, Ma Carte, MC Kay & Estime (1988, p. 118), an effective information system needs to access, exchange and share information among authorised users. For the aforementioned to happen however, Wilson et al. (1988, p.118) observe that there is a need to have a centralised management for all information process, which may include data processing, communication, automation, and computing. Additionally, a communication network able to handle different kinds of data, and which has connection to needful external networks would be necessary. The third requirement as indicated by Wilson et al. (1988, p. 118) would be the relational organisation of database for purposes of allowing easy access and manipulation by users. Finally, a centralised communications switch would be the solution that students, faculty members and administration staff needs to access information upon meeting prior agreed-upon security procedures. From the above suggested solutions, it is clear that implementing a CBIS requires a well designed infrastructure in order to make the access and use of information possible. Authorised users should specifically have the ability to access applications and databases within an information system as suggested by Wilson et al (1988, p. 119). Further, and as indicated by the University of Tasmania (2001, p.1), the structure of information systems should ‘allow more functionality for all...users of the system’. D’Elia & Lunin (1991, p. 118) however observe that computer-based information systems should have clearly focused goals and objectives. Looking at the subject college in this paper however, it appears like there are no clear goals and/or objectives for CBIS. If the college is to succeed in creating effective information therefore, it would need to start by analysing the different information users afresh, and identifying their information needs. Based on the identified needs, it would then go ahead to design a CBIS that would address the same needs in an effective way. Among the considerations that the college would need to make include the system’s ability to accommodate different types of data and data input, store the same, allow retrieval when needed and enable the effective use of information contained in the system. Figure 2: The input, process and output effects that CBIS would have on management Source: Frackmann (2007, p.9) As illustrated in figure 2 above, an inclusive CBIS needs input from different stakeholders (e.g. students, teachers, finance department, non-personnel departments and resource-related department. Some of the management processes that would be expected to benefit from CBIS include admission management, human resource management, financial management, non-personnel resources management, and educational process management (Frackman 2007, p.9). If an effective CBIS was to be implemented in BHCK for example, it is likely that most of the shortcoming witnessed in the current information system would be solved. In addition, and as indicated by Frackmann (2007, p. 9), it would be expected that a learning institution that has an effective CBIS would have better alumni relations; company/employer relations; public relations; and enhanced placement services( e.g. during internship or school-to-job transitions). However, it must be noted that by itself, CBIS cannot provide the comprehensive solution that learning organisations like BHCK need; rather, it must be supported (via valuable input) by all stakeholders as indicated in figure 2 above. What the illustration above does not indicate however is that valuable input cannot just happen without a deliberate decision to do so. As such, strategy formulation, acceptance among stakeholders and implementation is critical to the success of a CBIS. For example, if BHCK chooses to have a CBIS for specific purposes, then it must ensure that all stakeholders agree about the information needs that it will address. Additionally, the institution must ensure that the hardware and software needs are met. Only then can the strategy be well coordinated among the different stakeholders whose input is valuable for creating valuable databases and those who wish to use information generated by the same. Finally, HCK might want to ensure that its CBIS has the characteristics identified by Stair et al. (2009, p.7). In their research findings, Stair et al. (2009, p. 7) found out that effective CBIS are accessible, accurate, complete, economical, flexible, relevant, reliable, secure, simple, timely, and verifiable. The aforementioned characteristics affect the perceived value of the information contained in the CBIS. 4.0. Conclusion and recommendations 4.1. Conclusion Much of what BHCK needs to do in order to implement a CBIS that resolves it current problems can be found in literature. Among some of the valuable recommendations that the college can borrow from literature is the need to customise (through design) its information systems to the needs of the targeted users. As indicated in BHCK and in the Makerere University case study, failure to grasp the information system needs of the would-be users leads to implementing a system that fails to create value among the targeted group, or one that does not have the acceptance needed to make its implementation of any value to an organisation. In addition to understanding the information needs of the targeted users, this paper has indicated the importance of a strategy for CBIS. If implemented, a strategy provides the guidelines needed to attain identified aims and objectives. Like everything that costs time and money, and whose outcome is expected to be positive, CBIS design and implementation even in a learning institution need to guided by a strategy. Overall, however, the CBIS at BHCK needs an overhaul for it to meet the information needs presented by the students, the faculty, and the college administrators. Only after such an overhaul can different users attain the information they need, thus shaping their perceptions regarding the value of the CBIS and the information contained therein. Before that happens however, BHCK will continue having a moribund information system, and it would be expected that few (if any) users will find the information therein useful or valuable. 4.2. Recommendations For BHCK, solving the ARMS problems witnessed with the current system would require the college to: Identify the weak areas in the current information system Identify the prevailing information needs in the college (to include the information needs for teaching and non-teaching staff) Design and implement a CBIS that addresses the shortcomings of the current system while addressing the current information needs presented by users Ensure that the college’s management understands and supports the ‘new’ information systems Upon implementation, gauge user feedback and make any changes that may be deemed necessary in order to enhance the system’s relative value to its users. References D’elia, G., & Lunin, L. F 1991, ‘Integrated information centre’, Journal of American Society for Information Science, vol. 42, no.20, pp. 117-119. Frackmann, E 2007, ‘Higher education information systems’, CARDS: 2003, pp. 1-14. Furqon, C 2010, ‘Computer-based management information system model at higher education institution’, pp. 1-12. GAO 1994, ‘Executive guide – improving mission performance through strategic information management and technology’, viewed 11 Dec. 2012, < http://www.gao.gov/special.pubs/ai94115.pdf> Mandic, D., Pelemis, M., Pasalic, S., & Lalic, N 2012, ‘Computer-based information system in education’, Recent Researches in artificial Intelligence and Database Management, pp. 231-236, ISBN: 978-1-61804-068-8. Mentzas, G 2001, ‘A functional taxonomy of computer-based information systems’, International Journal of Information Management, vol.14, no.6, pp. 397-410. Nyandiere, C 2007,’Increasing role of computer-based information systems in the management of higher education’, In M Kashorda, F Acosta & C Nyandiere (Eds.), ICT infrastructure, applications, society and educations: proceedings of the seventh annual Strathmore University ICT Conference, Strathmore University Press, Nairobi. Stair, R. M., Reynolds, G., & Reynolds, G. W 2009, Principles of information systems: a managerial approach, Cengage Learning, London. University of Tasmania 2001, ‘Integrated student information system’, University of Tasmania, Australia. Wilson, M.P., Ma Carter, R. J., McKay, A. B., & Estime, R 1988, ‘The management of change: lessons learned on the IAIMS experience’, JASIS, vol.39, no.2, pp.113-117. Read More