Intricacy and Impacts of Computing Policies on University Campuses

T. C. Ting

• Introduction
• 1. An Interlocking System of Technology and Human Action
• 2. Planning Computer Usage for Educational Systems
• 2.1 The Issue of Planning
• 2.2 Conciliating opposing Viewpoints and Interests
• 2.3 Planning and Managing Change
• 3. Organizational Changes and Their Potential Implications
• 3.1 Organizational, Structural and Operational Changes
• 3.2 Potential Changes in Educational Programs
• 4. Conflicts Between the Individual’s Right to Privacy and the Organization’s Need to Process Information
• 5. Difficulties in Developing and Adopting Conventions and Standards
• 6. Summary

1. An Interlocking System of Technology and Human Action

The introduction of computers to campuses is mainly driven by technological advancements. In many cases, we are simply adopting new systems as they become available. The people who are developing the technology often do not look at the whole societal picture, and there is no well-established and accepted means of looking at the whole. Perhaps, the major concerns for the development of campus computing policies are what and how new technologies should be appropriately and effectively used to enhance our higher educational systems.

Technology consists of a system of implements and a system of human organization. A campus computing policy must consider an interlocking system of technologies and human actions in the pursuit of higher educational goals. Education must relate to a way of life. More attention should be paid to how the application of technology may be used to help individuals learn more effectively and how the campus must change to prepare individuals to live more effectively in a technological society. The present higher educational system is certainly not optimal in solving the problems of this technological age. Campus computing policies should not only address operational issues concerning the use of computer and network systems, but they should also consider the necessary changes in the educational system itself.

A number of fears have been voiced with respect to the use of computing and network technologies as indicated in the case presented by Mr. Burkholder. We have a fear about potential abuses. Is it possible that we actually fear the potential institutional change itself?

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