Can post-16 education learn from e-business?

1. Managing Post-16 Education in an e-world Can post-16 education learn from e-business? Jos Boys Peter Ford

2. Managing Post-16 Education in an e-world Managing post-16 education in an e-world: the book emerging technologies and the e-institution what is e-business? the pros and cons of e-business educational services and the market-place where are we now? exploring options re-defining your institution embedding technologies

3. Managing Post-16 Education in an e-world +16 education, 20 years on? • HE first years standardized and taught mainly through e-learning, e-supervision • courses fragmented; with many students studying periodic ‘chunks’ through a mixture of in-house, franchised and on-line modes • vocational study grows and fewer institutions providing conventional three year full-time UG studies • corporate competitors force universities to merge, globalize or die. Survivors concentrate on either producing ‘high-end’ courses or on ‘mass production’

4. Managing Post-16 Education in an e-world Why might this happen? • pressures to operate more cost-effectively • more costs passed onto students, with associated changes in customer expectations • radical new opportunities offered by ICT through mobile devices, portal technologies, global high speed communications etc • increased competition in educational provision from business and private universities globally • on-going government interference (moving to American model)

5. Managing Post-16 Education in an e-world The e-model for change • understanding e-business models helps provide a greater range of options for institutional development • the best e-businesses are exploiting new technologies so as to operate more effectively in an ‘e-everything’ world • e-business is integrative rather than piecemeal: “there are currently no examples of what could be describes as a full implementation of an MLE” (JISC 2004)

6. Managing Post-16 Education in an e-world What is e-business? • building key capabilities of speed and integration into the whole business process: • customer focus: • Amazon • eBay • BA ticketing • organizational integration: • Cisco • common systems: • institutional - IBM • government - Signposter

7. Managing Post-16 Education in an e-world Education as an e-business • what emerging technologies are likely to have an impact? • what are post-16 education’s business drivers and objectives? • who are the ‘customers’ and what attitude should be adopted towards them? • how might organizational structures and roles be better integrated? • what is the management vision?

8. Managing Post-16 Education in an e-world Emerging technologies • web services improved and expanded • increased speed and connectivity, at less cost • integration and exploitation of mobile devices • multimodal delivery choice (text, voice, graphics) • on demand, intelligent services • open source applications • shift from client-server models to enterprise service bus architectures

9. (from JISC infonet: Creating an MLE toolkit: technology options)

10. cost pressures increase productivity reduce costs source new income streams outsource non core activities improve recruitment, progression and retention Managing Post-16 Education in an e-world Drivers and objectives (1)

11. customer expectations seek new competitive advantage improve facilities improve quality of staff and student experience add value to existing services Managing Post-16 Education in an e-world Drivers and objectives (2)

12. increased competition improve brand identity collaborate in areas of common expertise focus on selected markets provide improved student services Managing Post-16 Education in an e-world Drivers and objectives (3)

13. increased regulation improve performance targets and measures improve performance monitoring and improvement processes Managing Post-16 Education in an e-world Drivers and objectives (4)

14. Managing Post-16 Education in an e-world Improving customer performance • students • integrating student experience across academic, student support, social and administrative areas, including customisation and feedback • increasingly ICT literate (higher expectations) • staff • overcoming functional divisions • other stakeholders • dealing with demands from funding bodies • building more integrated relationships with employers, suppliers, other institutions

15. conventional e-business Managing Post-16 Education in an e-world Customer Services provider driven learner driven single institution multiple institutions rigid entry, progression and attainment rules entry, progression and achievement by mastery inflexible timetables anywhere, anytime access stand-alone education integrated lifelong learning fragmented services seamless access

16. Managing Post-16 Education in an e-world Structures and Roles conventional e-business matching institutional and operational boundaries flexible relationships with competitors rigid academic and administrative roles staff flexibility, mobility and ongoing CPD inflexible, rule-driven procedures flexible and customised services separate, functionally organised integrated, hybrid, process-oriented

17. Managing Post-16 Education in an e-world Management goals • defining business drivers and objectives • exploring options • predicting risks, costs and benefits • setting performance targets and monitoring • mapping what already exists • setting up structures to manage and implement change

18. Managing Post-16 Education in an e-world Getting from here to there • key issues - management vision - implementing customer focus - integrating organisations - embedding common systems

19. Managing Post-16 Education in an e-world Managing post-16 education in an e-world: the book j.boys@londonmet.ac.uk peter.ford@nottingham.ac.uk