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

2. Planning Computer Usage for Educational Systems

Use of computers has an impact on university educational systems in several ways. It enhances the learning process, it provides new tools for increasing research creativity, and it introduces new tasks for colleges and universities. More importantly, it may cause structural and organizational changes.

The use of computer technology should be carefully studied, planned, implemented, and managed. For the most part, this has not been done in the past.

Ideally, the introduction of computing technology should be guided by a campus policy to have planned growth to support the educational and research goals of the university. However, most campuses have been adopting computing and network systems in a rather ad hoc manner; and in many cases, new systems are being introduced simply because of their availability from computer vendors. In some cases, new systems have been implemented because other campuses have already installed those systems. Are we being faced with the choice of computing or perishing?

As mentioned above, in spite of many attempts to use computers in higher education, progress has been rather slow. Generally speaking, the educational process is considered one of the least automated. Actual technology available is far more advanced than its educational applications. In one sense it seems that we are generating new systems and information much faster than we can develop the ability to use them. This is obvious from the waste resulting from poorly planned applications, or even wrong educational and research processes or tasks. And poorly developed systems and applications are often the subject of more abuse.

2.1 The Issue of Planning

A reasonable campus computing policy must address the issue of a planning and development process which involves a dedicated and well represented group to do something about it. Often a campus-wide planning committee ends up engaging in a great theoretical exercise. But there has to be, in addition, the leadership and determination to interact with faculty, staff, and students, and to plan and design a viable computational system within the university’s real educational and economic environment. Such a process of planning, analysis, design, and development should be an important element of the campus computing policy.

2.2 Conciliating opposing Viewpoints and Interests

The development of campus computing policies is as much a political endeavor as a technical task. The use of computers as an engineering phenomenon may be discussed more or less objectively. However, when we consider the potential value and impact of computing technology on our educational system, vested interests, personal values, beliefs and opinions enter into the discussion. Very few, if any, “objective” discussions are to be found in this area.

At one extreme, a technophobe may predict imminent difficulties, consequences, and possible disasters from over use of computing technology. At the other extreme, a technologist may predict that productivity can be greatly increased without any noticeable change in the organization of the campus community. How these opposing viewpoints may be reconciled is certainly a nontrivial issue.

2.3 Planning and Managing Change

Human action has always been augmented by tools and machines for producing and accomplishing desired end products or goals. Almost all human life involves technologies, including educational and recreational technologies. Technology consists of a system of strategies and tactics for the production of various kinds of products, both tangible and intangible. The use of computing technology is just a part of socio-cultural evolution, or perhaps, revolution. How to manage change is the central question.

Many individuals are afraid of change, since it will create an unknown which may alter their lives. There is a natural human tendency to associate tradition with truth and goodness, and any change in tradition with evil motives. Therefore, many computing policy discussions are rather emotional and are not based upon facts.

Go to: 3. Organizational Changes and Their Potential Implications

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