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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
Leslie Burkholder has presented an excellent case of developing a Code of Computer Ethics on a university campus. The proposed code has been discussed as a means for motivating reasonable behavior to do what’s right, eliminating computer abuse, or protecting the university from being sued for liability. A code of computing usage reflects many wishes of an implicit campus computing policy which promotes the use of computer systems to support the educational and research activities of the university. The intricacy of developing such a code is clearly demonstrated in Mr. Burkholder’s case.
In spite of many attempts to promote the use of computing technology in higher education, such use has progressed rather slowly. There are some technological constraints; but, these are far fewer than the social constraints. A policy to promote the use of computers on campus is the reflection of faith that the technology will benefit the university. How strong the policy should be depends directly on how much faith we have in the new technology. Powerful tools always have powerful effects. To take on the task of developing a campus computing policy, one must consider the potential benefits that the tool might provide and the possible effects on institutional changes and consequences that the tool might cause.
To address campus computing policy issues and their impacts requires either extreme audacity or naivetê. The subject is so complex, having an enormous effect on the educational system itself, that no definitive statement could possibly be made at this time. Probably this is the reason why there are very few explicit computing policy statements to be found on American campuses.
The difficulties in developing such statements have been demonstrated by Mr. Burkholder’s example of the development of a code of computer usage. Disclaiming being audacious or naive, I would like to modestly offer to identify some intricate issues and to explain why these issues are complicated and have important effects.
The technology itself will not cause problems. The university or individuals in it, by their policies or allocation of resources, determine the speed and nature of possible institutional changes due to the introduction of the technology. Adaptations and changes are necessary in order to derive the desired benefit from the new tool. The use of such a powerful tool has been associated with many potential effects and impacts, or even unforeseen consequences. In order to develop a viable policy, the feasibility must be assessed of a realistic implementation which can deliver a certain level of anticipated benefit and can prevent undesirable consequences to some extent.
Go to: An Interlocking System of Technology and Human Action
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