Developing an Information Strategy

Principles

Institutions should have a coherent Information Strategy (IS), based on awareness of current and future needs, and translated at all levels, thus providing a framework for a cycle of needs analysis, resources assessment, definition of clear objectives, implementation and evaluation. The Joint Information Systems Committee (JISC) Document 'Guidelines for Developing an Information Strategy' outlines some principles of IS and proposes some ways forward for institutional IS.

An IS should offer a clear mechanism, that is accepted and owned by all involved in the shaping of the institution, for the definition of responsibilities regarding the integration of information systems for the management of accessible and quality information, in particular in support of learning, teaching and assessment. A typical IS will need to address such issues as coping with day-to-day tasks and solving of immediate problems, co-ordination, change management and innovation. Through IS, Higher Education (HE) institutions will essentially aim to enhance quality of provision for students, staff resources and cost-effectiveness.

Communication and Information Technologies (C&IT) have become an essential element of institutional IS. In the Dearing Report (1997), C&IT are described as 'technologies which enable the processing, storage and transmission of both live and recorded information by electronic means'. Dearing makes recommendations regarding the role of C&IT in HE institutions and the general management of information. It is essential that IS be well integrated in the institutions' overall operational structure and their overall Forward and Development Plans, and they must offer reliable support at all levels of the institutions. The success of an IS depends largely on the confidence with which it is accepted and owned by individuals.

Institutions of education constantly have to adapt to external pressures. Currently, for various reasons, including, in HE, the need to respond to competition and wider participation, the general tendency is to move away from a teacher-centred attitude to learning and teaching and towards independence in learning. It is recognised that C&IT have a central role to play to support these changes. Increasingly a range of learning and teaching resources will back traditional modes of delivery. It is recognised that growing reliance upon C&IT is expensive, not only in terms of hardware and software, but also when essential technical support and staff development are taken into account.

The main issues arising from the rapidly developing emphasis on C&IT include:

• Competition in the global educational market.
• Efficiency gains needed to increase Student Staff Ratio (SSR).
• Move from traditional pedagogical approaches to new educational paradigms.
• Assessment of resources needs.
• Changing roles for staff, in particular teachers.
• Development of high-speed and broadband networks.

On campuses across the United Kingdom (UK), there is now an obvious integration of support units and, for example, it is not rare to see libraries being merged with computer centres to form central units often called 'Library and Information Services'. Also, in many universities, 'Learning Resource Centres' are now replacing libraries. The main aims of such re-organisation are to address the issues listed above, make use of academic staff time more effective and rationalise support for student learning experience. Many institutions have now included the following options as part of the basic HE learning package, where the acquisition of Information Technology (IT) and communication skills holds a key position:

• IT
• Communication (including in foreign languages)
• Numeracy and literacy
• Careers information
• Study skills

In the 'Life-Long Learning Society' of tomorrow, these skills will be indispensable and C&IT have a key role to play in HE to support learners in their acquisition of transferable. In the past few years, many universities have increased dramatically the number of workstations available to learners and staff on campus, as well as working towards offering them access to computers off campus as well. Training in the use of basic functions of computers as well as more advanced ones such as electronic mail has become an integral part of the 'HE experience' - for students and staff alike. Learners are now strongly encouraged - if not required - to word-process their work and use the Internet as a source of information and help.