Institutional Quality: Are Information Technology Resources Important? Copyright 1990 CAUSE From _CAUSE/EFFECT_ Volume 13, Number 2, Summer 1990. Permission to copy or disseminate all or part of this material is granted provided that the copies are not made or distributed for commercial advantage, the CAUSE copyright and its dateappear, and notice is given that copying is by permission of CAUSE, the association for managing and using information resources in higher education. To disseminate otherwise, or to republish, requires written permission. For further information, contact CAUSE, 4840 Pearl East Circle, Suite 302E, Boulder, CO 80301, 303-449-4430, e-mail info@CAUSE.colorado.edu INSTITUTIONAL QUALITY: ARE INFORMATION TECHNOLOGY RESOURCES IMPORTANT? by Thomas W. West ************************************************************************ Thomas W. West is Assistant Vice Chancellor for Computing and Communications Resources for the California State University System, responsible for planning and coordination of library affairs, academic computing, administrative systems, and telecommunications. ************************************************************************ ABSTRACT: A review of the standards/criteria for accreditation of the six regional accrediting associations for higher education revealed a lack of attention to the effective uses of information technology as a measure of a college or university's quality. What can we do to influence change in this area? As our society becomes increasingly immersed in the "Knowledge Age," are the availability and the effective uses of information technology resources and services considered important standards/criteria by the six regional accrediting associations when evaluating the overall quality of our colleges and universities? As information technology professionals in higher education, we want the answer to this question to be a resounding yes. That is why in May 1988 CAUSE and EDUCOM jointly issued Evaluation Guidelines for Institutional Information Technology Resources, to be used by institutions and the six regional accrediting associations as a reference as they develop their own standards/criteria in this area[1] Current Status Two years after the issue of the CAUSE/EDUCOM guidelines, only two of the six regional accrediting associations -- the Western Association of Schools and Colleges (WASC) and the Southern Association of Colleges and Schools (SACS) -- make significant references to information technology resources as part of their standards/criteria for institutional accreditation. In both of these instances, there is no evidence that the CAUSE/EDUCOM guidelines were used in any significant way. In fact, the current WASC standards were approved in January 1988 and the SACS criteria in December 1984 -- both prior to the CAUSE/EDUCOM effort. A cursory reading of the various guides and handbooks of the six regional accrediting associations indicates that we have a long way to go before institutional information technology resources and services are considered as important as libraries or financial aids in measuring and justifying institutional accreditation. The following is a synopsis of what was found in the accreditation materials of these associations: Western Association of Schools and Colleges WASC has identified nine standards to be used in accrediting its institutions. One of these standards, entitled "Library, Computing and Other Information and Learning Resources," is divided into six sub- sections. One sub-section focuses on computing and comes the closest to incorporating ingredients from the CAUSE/EDUCOM guidelines. In part, this similarity can be attributed to the same individual playing a key role in the development of both documents. Yet, the WASC standard falls short of actually incorporating the CAUSE/EDUCOM guidelines. WASC documents are especially void of reference to telecommunications and other facilities associated with information technology. On the positive side, there are references and linkages to information technology in several WASC standards. WASC gives particular emphasis to information technology resources in its standard on educational programs. Southern Association of Colleges and Schools SACS uses many criteria for accrediting the institutions in its region, one of which is computing resources. SACS indicates that computing services are essential to the educational programs and the management/administrative functions of an institution. Special emphasis is given to the idea that all students be encouraged to make some practical use of available computing resources and services. In several other SACS criteria, references are made to the importance of information technology resources. For instance, under undergraduate instruction the suggestion is made that there be competent faculty, adequate library resources, and appropriate computing resources and instructional materials/equipment and facilities to support the educational program. Likewise, similar resources are suggested as necessary for the graduate programs. Furthermore, the SACS criteria indicate institutions offering off-campus programs must provide information technology resources similar to those on campus. While the SACS document does not give the same degree of importance to information technology resources as does WASC, there are several indications that SACS desires to have these resources considered a part of the measure of an institution's quality. Northwest Association of Schools and Colleges NASC has a detailed set of eleven standards and guidelines that are used to accredit institutions. Yet, the words computing and telecommunications are only used once each in the entire document. The single reference to computing is in relationship to a standard on scholarship and research. This standard suggests that unique and sophisticated equipment such as computers may be necessary for effective research. The one reference to telecommunications is in relationship to a standard on continuing education. It states that independent study may use telecommunications. It should be noted that the last major revision to the NASC standards was 1984. An indication of the age of the NASC standards can be found in the standard on physical plant, materials, and equipment. This standard states: "Sufficient rooms for classes for various sizes should be available to meet the instructional needs of the institution. These should be properly lighted, adequately equipped, heated, and ventilated for their purposes and their uses." There is no reference to making these facilities intelligent via integrated digital communications for voice, video, and data. The New England Association of Schools and Colleges, Inc. NEASC provided the briefest document, twelve pages in length. Within this twelve-page document, twelve standards for accreditation are tersely described. One of these standards deals with the library and learning resources. The only reference to information technology is that there should be a capability of exchanging materials and services with other academic libraries via library networks. There is no other reference in this document to any information technology resources or services. Middle States Association of Schools and Colleges In MSASC, eighteen common elements, qualitatively described, comprise the standards for institutional accreditation. Information technology resources are not addressed as an independent standard. Such references fall into four areas. Under library and learning resources, emphasis is given to access to traditional materials and the utilization thereof. References to information technology (computers and facsimile) are in the context of providing services to off-campus locations. There is a suggestion that there be interinstitutional cooperation via networks and other cooperative agreements. Another reference to information technology is under program and curricula where it is suggested that computers, telecommunications, audio visual materials, and field experiences be considered examples of approaches and tools for supporting teaching and learning and that they may be systematically integrated into the program. A third reference deals with student services and managing information and record-keeping to preserve the integrity of student records. A final reference to computers is lumped in with other resources including instructional buildings, laboratories, athletic plants, student activities, audio visual aids, and television centers as tangible support resources for the instructional program. The North Central Association of Colleges and Schools NCACS uses four criteria to evaluate institutions seeking accreditation. One of these criteria focuses on the adequacy of an institution's resources -- including the human, financial, and physical --necessary to accomplish the overall mission of the institution. In broad terms, the NCACS suggests that all institutions require equipment ranging from simple typewriters to a complex computer network. Almost all institutions must provide libraries and laboratories (both teaching and research), although the size, number, and diversity of these resources vary dramatically among institutions. Further, NCACS views the sophistication of some laboratory equipment and computer services to be critically important to the effectiveness of the educational program. It is interesting to note NCACS makes minimal reference to library and learning resources in its document and only gives emphasis to the currency of the collection versus the quantity of the library volumes in the stacks. Future Proposed Action The current lack of importance given institutional information technology resources by the six regional accrediting associations in their evaluation processes portends significant challenges to those of us in the information technology profession. What should we do to work toward changing this situation? As individuals we should make every effort to use the CAUSE/EDUCOM guidelines as part of any institutional self-study in preparation for regional accreditation. This should be done whether or not the standards/criteria exist in the regional accrediting association's evaluation material. As a second step, CAUSE and EDUCOM should develop a strategy for approaching each of these six regional accrediting associations to ascertain how the CAUSE/EDUCOM guidelines might be incorporated their processes. At a minimum CAUSE and EDUCOM should encourage the six regional associations to use their guidelines as part of institutional self-studies and by the campus visitation teams. Finally, a long-range strategy should be developed by CAUSE and EDUCOM, in cooperation with other professional groups, to integrate the Evaluation Guidelines for Institutional Information Technology Resources with those of libraries and media centers so there is one set of standards encompassing all institution information technology resources and services that can be used to measure the quality of an institution's academic program and its management activities during the accreditation process. ======================================================================== Footnote 1 Evaluation Guidelines for Institutional Information Technology Resources covers academic computing, administrative computing, and telecommunications services (voice, video, and data). The current document does not address libraries since the accrediting associations have had guidelines in this area. A copy of the guidelines is available at no charge from the CAUSE office. Please send a stamped, self- addressed envelope. Inquire about quantity orders. ======================================================================== Evaluation Guidelines to be Revised At their spring board meeting, the CAUSE Board of Directors requested a reassessment of the Evaluation Guidelines for Institutional Information Technology Resources issued by CAUSE and EDUCOM two years ago. Three of the original authors of the guidelines -- Robert Gillespie, a principal of Gillespie, Folkner & Associates; David Smallen, Director of Information Technology Services and Institutional Research at Hamilton College; and Thomas West, Assistant Vice Chancellor for Computing and Communications Resources for the California State University System -- are gathering comments to direct the revision process. Suggestions from a special task force of the Association of College & Research Libraries (ACRL) are expected this summer, and special sessions at CAUSE90 in Miami Beach will encourage input from anyone who has used the guidelines. CAUSE members are invited to share comments about revisions directly with Gillespie, Smallen, or West, or to the attention of Denny Farnsworth, Director of Administration and Membership, at the CAUSE office by phone (303) 449-4430 or the Internet: farns@CAUSE.colorado.edu ************************************************************************ Institutional Quality: Are Information Technology Resources Important?