Strategic Technology Plan

Transcription

Robert J. (Rob) Rennie, PhD
I NFORMATION
T ECHNOLOGY
FLORIDA STATE COLLEGE AT JACKSONVILLE
2012 edition of the this Strategic Technology Plan approved by Dr. Steven Wallace,
Thursday, September 6, 2012
STRATEGIC TECHNOLOGY PLAN
Florida State College at Jacksonville
This document serves as the Strategic Technology Plan for Florida State College. This plan is designed to ensure the continued growth and advancement of the college’s technology environment, maintain the college’s technology leadership position, and enable the establishment of a dominant competitive advantage in the higher education market-‐space. Dr. Rob Rennie
July, 2012
www.fscj.edu/techteam !
District Board of Trustees!...............................................................................................................14
President’s Cabinet!........................................................................................................................14
Technology Leadership !..................................................................................................................15
Foreword!....................................................................................................................................................17
Introduction!...............................................................................................................................................19
Table I.1: College-‐wide committees, forums, and meetings ..................................................................................19
Executive Summary!.................................................................................................................................25
Chapter 1!...................................................................................................................................................27
Technology and Higher Education: The Future!..............................................................................27
Introduction!....................................................................................................................................27
Technology Trends!.........................................................................................................................28
Social and Behavioral Trends!........................................................................................................35
Political and Economic Trends!.......................................................................................................37
Timelines!........................................................................................................................................39
Table 1.2: Strategic technology plan 2 -‐ Aive year timeline of signiAicant events .........................................40
Conclusions!....................................................................................................................................44
Chapter 2!...................................................................................................................................................47
Technology Strategy !..........................................................................................................................47
Purpose!.........................................................................................................................................47
Perspective!....................................................................................................................................47
Initiatives-Based Planning: Empowerment, Technology, and Innovation!.......................................52
Technology Rich Environment: The Enablement Model!................................................................54
An Agile Architecture: Multiple Platforms!.......................................................................................54
Strategy Simplified: Ten Points that will Drive Success!.................................................................55
Summary of Strategy!.....................................................................................................................56
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Chapter 3!...................................................................................................................................................57
Technology Vision!..............................................................................................................................57
Vision Statement!............................................................................................................................57
Mission Statement!..........................................................................................................................57
CIO’s Charge Statement!................................................................................................................57
Technology Goal 1: Achieve and Maintain an Educational Focus!..................................................58
Technology Goal 2: Technological Leadership and Value Creation!...............................................58
Fig. 3.1: Generic Industry Value Chain ............................................................................................................................59
Fig. 3.2: Higher Education Value Chain .........................................................................................................................59
Technology Goal 3: Technological and Organizational Agility!........................................................60
Table 3.1: Paleo, Meso, and Neo Dimensions ...............................................................................................................60
Summary of Vision!.........................................................................................................................61
Chapter 4!...................................................................................................................................................62
Technology Architecture!...................................................................................................................62
Enablement Model!.........................................................................................................................62
Fig. 4.1: Technology Enablement Model ........................................................................................................................63
Information Levels and Functions Model!.......................................................................................64
Fig. 4.2: Information Levels and Functions ..................................................................................................................64
Comprehensive Technology Vision!................................................................................................65
Fig. 4.3A: Technology Solutions Map -‐ Current: FY2012 ........................................................................................65
Fig. 4.3B: Technology Solutions Map -‐ Future: FY2013-‐FY2016 .........................................................................66
Fig. 4.3C: Technology Solutions Map -‐ Future: 2016-‐2018 ....................................................................................66
Digital Content Ecosystem!.............................................................................................................67
Fig. 4.4A: Digital Content Ecosystem: Current ............................................................................................................67
Fig. 4.4B: Digital Content Ecosystem: Future ..............................................................................................................68
Fig. 4.5: Technology Solutions Provisioning Model ..................................................................................................69
Next Generation Technology Solutions!..........................................................................................69
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Integrated Services Architecture!....................................................................................................70
Fig. 4.6: Integrated Services Architecture ....................................................................................................................70
Technology Deployment Model!......................................................................................................71
Fig. 4.7: Technology Deployment Model (Apps/Functionality) ...........................................................................71
Chapter 5!...................................................................................................................................................72
Management and Structure!...............................................................................................................72
Fig. 5.1: Technology Department Organization Chart ............................................................................................73
CIO’s Office!....................................................................................................................................74
Associate VP, Associate CIO & CTO Office!...................................................................................74
Associate VP, College Data Reporting Office!................................................................................77
Associate VP, Enterprise Applications Office!.................................................................................78
AVP, Computing Infrastructure, Security, Compliance & CISO Office!...........................................80
Technology Administration!.............................................................................................................82
Management and Structure Summary!...........................................................................................82
Chapter 6!...................................................................................................................................................85
Strategic Technology Initiatives!........................................................................................................85
Next Generation Technology Environment!....................................................................................85
Fig. 6.1A: Device Distribution 2012 ..................................................................................................................................86
Fig. 6.1B: Device Distribution 2017 (Forecast) ..........................................................................................................87
Global Learning Technologies!........................................................................................................87
Table 6.1: ConAiguration .......................................................................................................................................................88
Fig. 6.2A: Device Distribution 2012 ..................................................................................................................................89
Fig. 6.2B: Device Distribution 2017 (Forecast) ..........................................................................................................90
Fig. 6.3A: Class Type -‐ Online Component .....................................................................................................................91
Fig. 6.3B: Class Type -‐ Online Component (Forecast) ..............................................................................................92
Fig. 6.3C: Enrollment by Class Type -‐ Online Component .......................................................................................92
Fig. 6.3D: Enrollment by Class Type -‐ Online Component (Forecast) ...............................................................93
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Student Portal!................................................................................................................................93
SIRIUS!...........................................................................................................................................94
ORION !...........................................................................................................................................95
Chapter 7!...................................................................................................................................................97
College-wide Initiatives Related to Technology !..............................................................................97
Goal One: Prepare Students for Distinctive Success in the Global Information Age!.....................97
Goal Two: Optimize Access to and Participation in College Programs!..........................................98
Goal Three: Elevate “Customer Service” to a Level Unsurpassed in Higher Education!................98
Goal Four: Respond Quickly and Effectively to the Human Resource Needs of Employers!.........99
Goal Five: Enhance Institutional Performance and Accountability!................................................99
Chapter 8!..................................................................................................................................................109
Security, Business Continuity, and Disaster Recovery !................................................................109
The IT Business Continuity Plan Introduction!..............................................................................110
Business Continuity Plan (BCP) Development and Implementation!............................................111
Table 8.2: Essential Applications and Technology Infrastructure ...................................................................113
Fig. 8.1: IT Business Continuity Plan Development Process ................................................................................114
Result!...........................................................................................................................................114
Policy Statement!..........................................................................................................................115
Recovery Team Mission Statement!.............................................................................................115
Assumptions!.................................................................................................................................115
Fig. 8.2: FSCJ Business Continuity Plan Activation ..................................................................................................116
Fig. 8.3: Recovery Team Structure .................................................................................................................................117
Fig. 8.4: Disaster Event Guidelines Building Damage ...........................................................................................118
Maintenance and Distribution!.......................................................................................................118
Fig. 8.5: Disaster Event Guidelines Network Damage ...........................................................................................119
Fig. 8.6: Disaster Event Guidelines Systems Damage .............................................................................................120
Communications Plan!..................................................................................................................120
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Recovery Team Communications!................................................................................................122
Media Communications!................................................................................................................123
Recovery Teams!...........................................................................................................................124
Recovery Teams Roles and Responsibilities!...............................................................................125
Disaster Event Guidelines!............................................................................................................129
Chain of Command!......................................................................................................................129
Chapter 9!..................................................................................................................................................131
Environment!.....................................................................................................................................131
Introduction!...................................................................................................................................131
Table 9.1: Application modules and functional subsystems ...............................................................................131
Table 9.2: ORION Technologies .......................................................................................................................................132
Table 9.3: Business Process Management ..................................................................................................................134
Table 9.4: ARTEMIS Functions .........................................................................................................................................134
Table 9.5: Connections Functions ...................................................................................................................................135
Table 9.6: ARTEMIS Technologies ..................................................................................................................................136
Table 9.7: Blackboard Tools and Products ................................................................................................................137
Table 9.8: Blackboard Academic Suite Features .....................................................................................................138
Fig. 9.1: Software Development Process .....................................................................................................................141
Fig. 9.2: Development Process ..........................................................................................................................................142
Fig. 9.3: Development Process -‐ Development ...........................................................................................................143
Fig. 9.4: Development Process -‐ Testing ......................................................................................................................144
Fig. 9.5: Development Process ..........................................................................................................................................145
Network Architecture!....................................................................................................................146
Server Computing Systems!.........................................................................................................147
Client Computing Systems!...........................................................................................................148
Telecommunications!....................................................................................................................149
Fig. 9.6: Voice Network .......................................................................................................................................................150
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Smart Classrooms!........................................................................................................................151
Summary of Environment!.............................................................................................................152
Chapter 10!................................................................................................................................................153
Fiscal Resources!..............................................................................................................................153
Budget Reality!..............................................................................................................................153
Fig. 10.1: State/Federal Funds per FTE vs. FTE Enrollments ............................................................................154
IT Cost Perspective!......................................................................................................................155
Fig. 10.2: College Budget vs. Tech Funds (Non-‐labor) ..........................................................................................156
IT funds what matters most - Education!.......................................................................................157
Fig. 10.3: IT Budget Allocation (Ed vs. Admin) .........................................................................................................157
Labor expense comparison!..........................................................................................................158
Fig. 10.4: College Labor vs. Non-‐labor Budget ..........................................................................................................158
Fig. 10.5: IT Labor vs. Non-‐labor Budget ....................................................................................................................159
Budget Allocations within IT!..........................................................................................................160
Fig. 10.6: IT Budget Allocation 2011-‐12 ......................................................................................................................161
Fig. 10.7: IT Budget Allocation 5-‐year Average (2007-‐12) .................................................................................161
Find Funding for Tomorrow’s Technology Game Changers!.........................................................162
Accountability and Assessment for Accreditation!.........................................................................166
Chapter 11!................................................................................................................................................167
Five Year Outlook!.............................................................................................................................167
Introduction!...................................................................................................................................167
Fiscal Forecasts!...........................................................................................................................167
Capital Cost Projections!...............................................................................................................168
Fig. 11.1: IT Capital Projections ......................................................................................................................................168
Expense Budget Outlook!..............................................................................................................169
Fig. 11.2: IT Expense Budget Allocation ......................................................................................................................169
Fig. 11.3: IT Expense -‐ Capital Budget Ratio .............................................................................................................170
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Labor Outlook!...............................................................................................................................170
Fig. 11.4: IT Labor .................................................................................................................................................................171
Fig. 11.5A: IT Labor Positions ..........................................................................................................................................171
Fig. 11.5B: IT Labor Positions (Forecast) ...................................................................................................................172
Information Technology Zero-based Budget Plans!......................................................................172
Fig. 11.6: IT Capital Budget ...............................................................................................................................................173
Fig. 11.7: IT Budget ...............................................................................................................................................................174
Technology Budget Plans (with Decision Packages)!...................................................................174
Base Budgets and Decision Packages!........................................................................................175
Fig. 11.8: Keeping Technology New ...............................................................................................................................175
Fig. 11.9: ORION Systems -‐ Sustaining Only ..............................................................................................................175
Fig. 11.10: VP Technology Base Operational Budget .............................................................................................176
Fig. 11.11: CIO Professional Development ..................................................................................................................176
Fig. 11.12: Educational Technology Operations Base Level ...............................................................................177
Fig. 11.13: Data Center/Network Operations ...........................................................................................................177
Fig. 11.14: College-‐wide Telecom Contracts ..............................................................................................................178
Fig. 11.15: TV/Digital Media Base Operations .........................................................................................................178
Fig. 11.16: Instructional TV Revenue/Reinvestment .............................................................................................179
Fig. 11.17: Administrative Computing Operations .................................................................................................179
Fig. 11.18: E-‐Systems & Related Development Base ..............................................................................................180
Fig. 11.19: Cumulative IT Leadership Academy Financial Report ...................................................................181
Major Initiatives (in no particular order)!........................................................................................181
Fig. 11.20A: Individual Major Project Cost by Year ................................................................................................183
Fig. 11.20B: Aggregate Major Project Cost by Year ...............................................................................................184
Technology Staff Hardware Currency Plan!...................................................................................185
Fig. 11.21: IT Staff -‐ Keeping Computers New (Forecast on a 3 Year Cycle) ...............................................185
Special Function Hardware Replacement Plan!............................................................................186
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Fig. 11.22: Hardware Replacement College-‐wide ...................................................................................................186
Fig. 11.23: IT Server/Computer Updates (Forecast) .............................................................................................187
Chapter 12!................................................................................................................................................189
Conclusions & Summary !.................................................................................................................189
Appendix A!..............................................................................................................................................191
Next Generation Technology Standards & Acquisitions*!.............................................................191
Table A.1: Potential Future Purchases* .......................................................................................................................191
Table A.2: Application Subscriptions ............................................................................................................................191
Table A.3: Cloud & Hosting ................................................................................................................................................192
Table A.4: Content Subscriptions ....................................................................................................................................193
Table A.5: Enterprise Applications .................................................................................................................................194
Table A.6: Hardware & Infrastructure ........................................................................................................................194
Table A.7: Lab & Local Applications .............................................................................................................................196
Table A.8: Services & Support ...........................................................................................................................................201
Table A.9: Systems & Database Products ....................................................................................................................202
Appendix B!..............................................................................................................................................207
Workstation Standards!....................................................................................................................207
Technology Construction Requirements!......................................................................................207
Table B.1: Technology Department Construction SpeciAications Contacts ..................................................207
Table B.2: Category 6 UTP Part .......................................................................................................................................212
Table B.3: PanGen™ Category 6 Patch Cords ............................................................................................................213
Table B.4: Additional Copper Cabling Connectors ..................................................................................................213
Table B.5: Fiber Optic ...........................................................................................................................................................215
Table B.6: Faceplate Modules ...........................................................................................................................................216
Table B.7: Modular Furniture Faceplates ...................................................................................................................216
Table B.8: Faceplate Frames and Inserts ....................................................................................................................217
Table B.9: Stainless Steel Faceplates ............................................................................................................................217
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Table B.10: Surface Mount Boxes ...................................................................................................................................218
Table B.11: Fiber/Multi-‐Media Surface Mount Boxes ...........................................................................................219
Table B.12: Other Outlet Components ..........................................................................................................................219
Table B.13: Outlet Pole ........................................................................................................................................................222
Table B.14: NEXT loss ..........................................................................................................................................................224
Table B.15: ELFEXT loss .....................................................................................................................................................225
Table B.16: Attenuation loss .............................................................................................................................................225
Table B17: Return loss .........................................................................................................................................................226
Table B.18: 50/125µm optical Aiber ..............................................................................................................................227
Table B.19: Single-‐Mode optical Aiber ..........................................................................................................................228
Table B.20: Angled Filler Panels .....................................................................................................................................229
Table B.21: Flush Mount Modular Patch Panels ......................................................................................................229
Table B.22: Category 6 Patch Cords ..............................................................................................................................230
Table B.23: Fiber Optic Connectors ...............................................................................................................................231
Table B.24: Fiber Optic Patch Cords .............................................................................................................................231
Table B.25: Enclosures ........................................................................................................................................................232
Table B26: Rack Mounted Fiber Optic Enclosures ..................................................................................................233
Table B.27: Vertical Cable Management .....................................................................................................................233
Table B.29: Waterfall Accessories ..................................................................................................................................235
Table B.31: Stackable Cable Rack Spacers .................................................................................................................236
Table B.34: Fiber Duct .........................................................................................................................................................239
Table B.35: Standard Equipment Rack ........................................................................................................................240
Table B.36: High Density Modular Patch Panels .....................................................................................................242
Table B.37: Flush Mount Modular Patch Panels ......................................................................................................242
Table B.39: Data Fiber Optic Patch Cords ..................................................................................................................244
Table B.41: Accepted Test Leads for PANDUIT® Mini-‐Com TX6™ ..................................................................249
Technology Equipment Requirements!.........................................................................................250
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Appendix C!..............................................................................................................................................255
Technology Acquisitions!.................................................................................................................255
Technology Acquisitions!...............................................................................................................255
Fig. C.1: Purchase of Standard and Non-‐standard Hardware ...........................................................................257
Services!........................................................................................................................................259
Fig. C.2: Purchase of Standard and Non-‐standard Software .............................................................................260
Summary!......................................................................................................................................261
Glossary !..................................................................................................................................................263
Bibliography !............................................................................................................................................305
Chapter Quotes!.......................................................................................................................................315
Credits!......................................................................................................................................................317
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District Board of Trustees
Florida State college, Jacksonville
2011-12 District Board of Trustees
Mr. James E. “Jim” McCollum (Chair)
Ms. Suanne Z. Thamm (Vice Chair, Nassau County)
Ms. Gwendolyn C. “Gwen” Yates (Vice Chair, Duval County)
Mr. Bruce E. Barcelo
Ms. Karen Bowling
Major General Doug Burnett, Florida National Guard (Ret.)
Rear Admiral Kevin F. Delaney, USN (Ret.)
Ms. Candace “Candy” Holloway
Mr. Thomas R. McGehee, Jr.
President’s Cabinet
Executive Leadership
2011-2012 President’s Cabinet
Dr. Steven Wallace, College President
Dr. Christal Albrecht, Downtown Campus President
Dr. Christine Arab, Vice President of Human Resources
Dr. Judith Bilsky, Vice President and Provost Mr. Steve Bowers, Vice President of Administrative Services
Dr. Margarita Cabral-‐Maly, Kent Campus President and Interim Provost
Dr. Barbara Darby, North Campus President
Dr. Donald Green, Executive Vice President, Instruction and Student Services
Ms. Jana Kooi, Open Campus President !
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Ms. Susan Lehr, Vice President of Government Relations
Dr. Brian Mann, Vice President and Executive Director, Florida Coast Career Tech Ms. Jeanne Miller, General Counsel and Vice President of Strategic Initiatives
Dr. Tracy Pierce, Vice President of Student Development and Community Education
Dr. Rob Rennie, Vice President, Technology & CIO
Mr. Robert Stamp, Vice President for Institutional Advancement and Executive Director, Florida State college Foundation RADM Jim Stevenson, Jr., USN (ret.), Vice President of Military, Public Safety and Security Division
Dr. Denis Wright, South Campus President
Technology Leadership
2011-2012
Dr. Rob Rennie, Vice President, Technology & CIO
Mr. Dennis Reiman, Assoc. VP, Technology, CTO & Associate CIO
Ms. Theresa Lott, Assoc. VP, Collage Data Reporting
Mr. Chris Martin, Assoc. VP, Enterprise Applications
Mr. Ron Smith, Assoc. VP, Computing Infrastructure, Security, Compliance & CSO
Ms. Kelly Thomas, Director, Technology Administration
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FOREWORD
This is the fourth îve-‐year strategic technology plan developed under my presidency at Florida State College. It represents our commitment to providing the best possible educational technology and digital learning resources to our faculty and students. Further, it supports our interest in maintaining a leadership position in technology.
This commitment is not made lightly, however; it is a serious and costly endeavor which requires extensive collaboration, planning, and well-‐coordinated implementation to be successful. Completion of the major initiatives in this plan will help us to serve the vast majority of our students who are digital natives as well as an ever-‐more digitally-‐oriented faculty.
It is easy to mistakenly assume that technology plans are about hardware and software. Although these are most certainly critical components of any technology plan, the focus of the plan is really on the learning experience and adding value for students and faculty by enhancing the digital resources available; the quality of student -‐ student, faculty -‐ student, and faculty -‐ faculty interaction; providing best-‐of-‐class advising and support services; creating an environment for the development of high quality scholarly work; and ensuring students opportunities to engage in meaningful and relevant computing experiences.
I am excited to be undertaking this next segment of our journey together to make Florida State College the best possible resource it can be for our community and I commend the leaders of our Technology Division for the development of this progressive and highly relevant plan.
Dr. Steve Wallace,
College President
Florida State college
Foreword
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INTRODUCTION
“Change in all things is sweet.” -‐Aristotle
In Five Future Glasses, Mićić deînes îve primary domains for developing scenarios and plans for the future. These are called glasses (lenses) of different colors. Blue is the realm of probable futures based on assumptions about current trends; red are surprises that shape the future; green represents the opportunities we can create, the future we formulate for ourselves; yellow is the future we desire and dream about; while violet is our planned future, the strategy we formulate, our vision.1
This document is the result of a complex and continuous planning process that includes broad-‐
based internal and external collaboration, data collection, research, and evaluation across all îve of Mićić’s future glasses. In the end it represents our violet lens, our planned view of the future.
Internal sources of input, requirements, and coordination include the following college-‐wide committees, forums, and meetings.
Table I.1: College-wide committees, forums, and meetings
Frequency
Committee/Meeting/Forum
General Purpose
Quarterly
ORION Steering Committee
Identify fiscal year institutional systems
development priorities, oversight, and
alignment identify initiatives review progress
Monthly to
Semester
IT Liaison Meetings - IT Leadership to college
Leadership Meetings
Input on all technology issues
Monthly
College-wide Tech Committee
General advisory
Monthly
Learning Innovations Advisory Group
Faculty, instructional technology, distance
learning, and academic technology
Bi-monthly
Learning Futures Group
Broad range of future technology
requirements
Bi-monthly
Campus Tech Meetings
Infrastructure, lab replacement, support, and
telecommunications
Weekly
Non-credit Enhancement Team
End-to-end student Business Process
Management
1 Pero Mićić, The Five Futures Glasses: How to see and understand more of the future with the Eltville Model (New York, NY: Palgrave MacMillan, 2010), p.4.
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Frequency
Committee/Meeting/Forum
General Purpose
Weekly
Campus Presidents Meeting
Share general & specific information
Bi-weekly
Instructional Affairs Council
All dean academic/technology issues
Bi-weekly
State Reporting/Data Accuracy Group
Data & process improvement
Continuous
LSC and Help Desk Input from Tickets
All operational issues
Continuous
QEP Driven Initiatives
Reactive to requirements
Continuous
ARTEMIS Faculty/Staff/Student Direct Input
Interfaces, functions, and aesthetics
Ad Hoc
College-wide Process Teams, Student
Government Association, and Governance
EOVs
To improve specific processes throughout the
college
Additional individual and ad hoc meetings with faculty and staff are held regularly to discuss a variety of technology issues and projects.
Additionally, signiîcant data collection from a variety of sources supports informal planning based on student and faculty computing and mobility utilization trends speciîc to the college constituency.
These sources include:
•
•
•
•
•
•
•
•
•
Student Computing Survey
Student Experience Survey
Spot Application User Surveys
Registration Surveys
Campus Tech Support Surveys
Platform Monitoring Tools
Weblog Analysis on Browsers/Systems Accessing College Resources
Satisfaction Survey Process with Direct Contact Outreach
Software Agents
The data resulting from these activities and sources is analyzed to ensure product and solution roadmaps, represent appropriate future directions to best meet the needs of stakeholders, while optimizing emerging technologies.
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Due to the college’s early adoption of technology and strong emphasis on disruptive and emerging technologies; external collaboration, input, research, and advising are critical to success of the technology initiatives. The following external forums represent the most signiîcant sources of input and research.
Table I.2: Forums, meetings, and conferences frequency
Frequency
Forum/Meeting/Conference
General Focus
Annual
Southeastern Blackboard Users Group
Blackboard LMS
Annual
Blackboard Users Group
Blackboard LMS
Annual
Networkers
Infrastructure & Telecomm
Annual
Software AG Developers Conference
Development in SoftwareAG Products
Annual
Apple Developers Conference (WWDC)
Development in Apple Related
Technologies
Annual
CanvasCon
Canvas LMS
Annual
EDUCAUSE
General Educational Technology
Annual
NAB
Educational Media & Networking
Annual
Jax CIO
General Tech Management Issues
Annual
WolffPack
Financial Aid System Conference
Annual
FAEDS
Statewide Educational Technology
Annual
FETC
Educational Technology Conference
Quarterly
UCLA IS Associates
Technology Management
Quarterly
JITC
Jacksonville IT Council-General Tech
Issues
Quarterly
MISATFOR
Data Reporting
Monthly
Infraguard
Data Security
Continuous
MSDN
Microsoft Developer Network
Continuous
ADN
Apple Developer Network
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In addition to these open forums and conferences, there is an extremely valuable quarterly networking and leadership event hosted by the college. The IT Leadership Academy programs involve forty to îfty IT leaders from the world’s leading companies and organizations who meet to discuss technology issues, futures, trends, markets, and problems. The college IT leadership team participates in these events and regularly engages this professional network in discussions of speciîc college-‐related technology issues and plans.
The last signiîcant source of input and research is the CIO’s participation on advisory boards and in forums focused on technology issues of the future, emerging technologies, best-‐of-‐class implementations, and innovation. Currently these include:
•
•
•
•
•
Member Software AG International Executive Committee
Member Apple University Executive Forum
Member Curriki Global Education Advisory Board
Past-‐honoree and participant in Computerworld’s Premier 100 IT Leadership Program
Past-‐honoree and participant in Computerworld’s Gold Laureate Awards Program
The CIO also engages in frequent work with Gartner and Forrester in the presentation of keynote addresses, session papers, and webcasts on major technology topics.
This extensive collaboration and participation results in the creation of technology initiatives as part of the college’s initiatives-‐based planning process. These initiatives then evolve into actionable objectives and tasks summarized in this plan.
The primary role of technology leaders is to aggregate and distill broad-‐based requirements and input into a comprehensive technology vision and to then cause that vision to be realized. In complex adaptive environments, such as the college, Mićić advises “only a long term picture, in the sense of a strategic vision, provides the necessary orientation...” to drive all activities of the organization in one common direction.2 Yet only two to three percent of organizational time is dedicated to systematic long term thinking, even though 70% of long term proît is dependent on quality long term vision.3 This plan presents the îve major technology initiatives that will result in the realization of the new three-‐part technology vision:
Introduction
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•
•
•
The provisioning of a relevant and rich technology and computing environment for a digital native majority student body
The realization of a îrst class academic and collaborative computing environment for faculty
The execution of a ^lexible and agile technology solutions delivery model
The îve major initiatives are:
•
•
•
•
•
Next generation technology environment
Advanced learning technologies and content ecosystem
ORION 3 student systems enhancement
Administrative systems replacement
Business intelligence and web reporting
The projects that are identiîed in this planning process range from small individual and team tasks to large college-‐wide initiatives included in the College President’s major priorities for the institution. Additionally, the initiatives described in this plan drive the budgeting and stafîng of the technology department.
What we are intent on achieving through these initiatives is the realization of what Moore terms an “escape velocity strategy” in which we innovate for competitive separation, institutionalize innovative improvements (deploy), and drive transition to a tipping point towards a new reality.4
Such a strategy requires execution power. That is, “the ability to out-‐perform your competitive set under conditions that favor no one in particular.5 Achieving this “escape velocity” takes, “great projects to drive entry into new categories and markets, great playbooks to scale up..., and great products to extract maximum value.”6 The purpose of this technology plan is to position the college to achieve escape velocity and to enable continuous advancement in quality, breadth of service, and value creation.
4 Geoffrey A. Moore, Escape Velocity: Free Your Company’s Future from the Pull of the Past (New York, NY: HarperCollins, 2011), p. 21.
Introduction
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The college’s current position as a technology leader is the direct result of the three previous iterations of this technology strategy development process. There is no question that these initiatives will build on and extend that success over the next îve years.
Introduction
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EXECUTIVE SUMMARY
“Success is never final.” -‐Winston Churchill
This document serves as the Strategic Technology Plan for Florida State College. As such, it will be the guiding in^luence and primary framework for technology initiatives and projects undertaken by the college for the initial îve-‐year period covered by the plan [Fiscal Year (FY) 2012-‐2013 through FY 2017-‐2018] and subsequent years as amended.
In an extremely aggressive and rapid fashion, starting in late 1997, the college evolved from what once was a technological “backwater” into a technological leader. This leadership position is evident in virtually every area of the college from infrastructure to educational computing environments and from courseware development to faculty computing resources. This has been afîrmed by the college having been ranked 1st in the nation in technology among large colleges by the Center for Digital Education three times out of the îve years it was evaluated.
As the college approaches the îfteenth anniversary of its technological transformation, it is time for yet another round of great advancements in technology infrastructure, computing, environment, and quality of experience. However, it is critical to point out, as Mitch Kapor is quoted by Scott Rosenburg “The issue is about empowering people. It’s not about the infrastructure.” 7
The purpose of this strategic plan is to ensure these next great transformations of technology at the college are successful, the continued growth and advancement of the college’s hard-‐earned technology leadership position, and to continue the establishment of a dominant competitive advantage in the college’s higher education market-‐space.
Moore, in Escape Velocity, describes the îve potential sources of power in an organization as; category, company, market, offer, and execution power.8 Technology at the college represents a particular strength in execution power; the ability to innovate, institutionalize, and drive transition to new models.
7 Scott Rosenberg, Dreaming in Code (New York, NY: Crown, 2007), p. 214.
Executive Summary
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In its most summarized form, this plan recommends the following: continued pursuit of the established technology vision; continuation of a multi-‐tiered function-‐driven technology infrastructure; emphasis on cloud solutions wherever most practical; continuation and expansion of partnerships with Apple, Dell, and Oracle/Sun for the provision of workstations and application servers; Citrix for application virtualization; and continued implementation and expansion of Dell and Oracle storage solutions and the Oracle/Sun enterprise server environment .
Additionally, this plan recommends further advancement of the college’s enterprise student system (ORION) through business process management (BPM)-‐driven web-‐enablement; the replacement of the college’s human resources, înance, and administrative ERP modules with modern cloud-‐based solutions; modiîed workstation and lab refreshment cycles that are device-‐
type dependent; expanded content ecosystem for instruction; continued emphasis on educational versus administrative systems; continued pursuit of îscal distribution targets and increased funding (including funding stability); and continued aggressive pursuit and implementation of emerging technologies.
The planned acquisitions have been developed through the employment of an architectural blueprint representing major acquisitions scheduled over a îve-‐year period in accordance with college-‐wide technology initiatives.
Further, this plan recommends the continuation of the current technology organization structure with modiîcations as necessary to accommodate changes in stafîng levels that occur through the normal course of business and revisions to position descriptions as appropriate.
In no way, however, shall this plan inhibit the agility necessary to meet changing îscal or business demands or the ability of the technology sector to support college-‐wide initiatives as they are developed and approved.
Executive Summary
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CHAPTER 1
Technology and Higher Education: The Future
“The future ain’t what it used to be.” –Yogi Berra
Introduction
The purpose of this chapter, as the title would imply, is to provide a future view of technology. This future view serves as the foundation of the planning process and is presented in the form of a îve-‐year outlook of the technologies, trends, and issues that will most likely prove to have a signiîcant effect on the college and which have had the most in^luence in the planning processes that produced this strategic technology plan.
In CHEMA’s 2006 report on the future of higher education, Goldstein introduced the two dominant views of the effect of massive forces for change on higher education, “Undeniably signiîcant forces for change are growing, changing demographics, the rise of global competition, technological change, and constrained budgets have already become signiîcant forces for change. Some view these forces as dark clouds on the horizon that threaten higher education. Others view them as agents of change that will enable higher education to reinvent itself in positive ways.” 9 The college’s technology leadership agrees with the latter interpretation. The global forces of change at play represent a tremendous opportunity for substantial redesign and improvement of higher education. We have, therefore, committed ourselves to the creation of a strategic technology plan that will support the college in its efforts to optimize its opportunities for effecting positive change.
The dynamic nature of technology and the rapid introduction and absorption of culture-‐
changing behaviors make any prognostication a risky venture. Neils Bohr is quoted as saying “Prediction is very difîcult, especially of the future.” While George Will points out “the future has a way of arriving unannounced.” Futurists generally, advise that there are four distinct futures:
9 Phillip Goldstein, ‘The Future of Higher Education: A View from CHEMA’, The Council of Higher Education Management Associations [web document] (2006), <http://
www.ala.org/APPA39a_ScreenOpt.pdf>, accessed 2002.
Chapter 1: Technology and Higher Education: The Future
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1.
2.
3.
4.
The future extrapolated from current trends, the forecast
The future consisting of bad things that will happen to us, unwanted surprises
The future consisting of good things that will happen to us, delightful surprises
The future we cause to become reality, the product of our dreams, and conjuring10
Of course, the future that actually occurs is a combination of all four types, but the power we have to alter our experience is in the fourth type: the future we cause to happen from our dreams. This future has the potential to alter the other three in very signiîcant ways. By forecasting the things that are likely to happen to us, and deliberately modifying the current observed trends in positive ways, we can, to a very large degree, determine much of our future. Or, at a minimum, we can mitigate the effects of unwanted surprises.
This chapter presents many of the trends and assumptions that resulted in the development of the strategies, plans, initiatives, standards, and recommendations contained in this strategic technology plan. It is a very speciîc purpose and objective of the planning process to create, to the extent possible, an extremely positive and rewarding future for the college and its constituent communities. We have, quite deliberately, attempted to follow the model developed by Rubenstein and Firstenburg to ‘bring the future to the present.’ 11
Technology Trends
Digital Content
Currently, and for the foreseeable future, there will continue to be enormous shifts in the area of digital content. Ever-‐more user created content is being developed. In its 2007 Horizon Report (and reinforced in its 2011 report12), EDUCAUSE’s New Media Consortium cited user created content13 and new scholarship (encompassing collaborative research and publication as well as 10 Thornton May, ‘Designing the Future You Want’, (Jacksonville, FL: ITLA 2006), accessed 2006. 11 Moshe F. Rubenstein and Iris R. Firstenburg, The Minding Organization (New York: John Wiley & Sons, 1999), p. 133.
12 L. Johnson, R. Smith, H. Willis, A. Levine, and K. Haywood, ‘The 2011 Horizon Report’ [web document], (2011) The 2011 Horizon Report. <net.educause.edu/ir/library/pdf/
HR2011.pdf>, accessed 2011, p. 6.
13 L. Johnson, R. Smith, H. Willis, A. Levine, and K. Haywood, ‘The 2011 Horizon Report’ [web document], (2011) The 2011 Horizon Report. <net.educause.edu/ir/library/pdf/
HR2011.pdf>, accessed 2011.
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alternative instructional resource development, as in digital assets) 14 as two of its six biggest trends to affect higher education. Further it suggests the trend towards more user-‐created content is currently underway, while new scholarship has a horizon of current to îve years. Spurred by powerful new tools and virtually limitless bandwidth, faculty and students have embraced the design and development of digital content, self-‐publication of intellectual property, collaborative IP (intellectual property) creation, and the idea of shared ownership. This trend is likely to accelerate rapidly.
Additionally, traditional publishers and content providers have expanded their commitment to the (somewhat cannibalistic for their current business) business of digital content provision, ultimately eating away at their very own traditional distribution and economic models. These powerful trends come together to form an inevitable transition towards dramatically different, and likely contentious, revolutionary models in the areas of digital rights, IP management, distribution, consumption, and licensing. Scenarios where faculty and students engage in the teaching, learning, and research processes that are the core of higher education, employing a mix of open source, creative commons-‐style content, traditional media from traditional content providers, digital subscriptions, and publication assets aggregated into a learning management or other delivery system are currently in play. This will only become more prevalent over time. Colleges will need to develop technological and process support for these major trends. These will include robust and highly available delivery platforms with rigorous content management and digital rights facilities and high quality tools for the design, creation (including shared collaborative spaces), storage, tagging, and distribution of massive amounts of user-‐created content including leveraging emerging cloud-‐based solutions and resources. The establishment of extensive licensing deals and integration of systems in support of subscribed and licensed content that include license and legal compliance for multiple models and forms of content ownership and use-‐rights will be essential.
14 K. Woolsey, and et al, ‘The 2007 Horizon Report’ [web document], (2007) The 2007 Horizon Report. <www.nmc.org/pdf/2007_Horizon_Report.pdf>, accessed 2007, p.21.
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Hardware
Over the past thirty or more years there has been a steady advancement of technology driven by the evolution of hardware, software, and the architectural models used to forge them together into functional computing environments. This trend is going to continue and will accelerate at an accelerating pace. Hardware will continue to advance and improve and the extremely rapid adoption of tablets, especially iPads, will continue to drive a complete transformation of content creation, consumption, and computing. Storage continues to advance in speed, density, reliability, and cost per unit of storage making centralized and/or cloud-‐based data storage with virtualized access practical for most enterprise environments. Operating Systems Software
Operating and other systems software is becoming better integrated, more versatile, more stable, and more easily integrated with every new release. Broad adoption and compatibility with accepted standards serves to expand the developer community and its ability to create products for multiple environments without the requirement for signiîcant redesign. Software Applications
Applications development is still a primitive process but it is slowly improving in terms of the quality of tools available for developers and the usefulness of standards, due to broader adoption within the industry, to ensure interoperability. The focus of most development activity will be on systems integration, services enablement, greater personalization of the computing experience, and facilitation of the post-‐pc era. Individualization is achieved by taking advantage of user proîles linked to federated identity management systems providing secure authentication and access to all appropriately available services and resources.
HTML5 applications, to a large extent deployed through the use of AJAX (asynchronous JavaScript and XML) technologies, provide a richer, more interactive online experience for the user and further advances the personalization of the experience. The ability to develop and deliver Chapter 1: Technology and Higher Education: The Future
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highly interactive web experiences with integrated simulations and event-‐driven functions is now a reality. The complexity and cost of such development continues to trend down.
Architecture
Much like the construction of a city or neighborhood, technology environments with a well-‐
planned and executed architecture are more appealing and work better. The persistent challenge in developing a long-‐term successful computing architecture is the dynamic nature of technology. Constant advances in hardware, evolving standards across all technologies, operating system upgrades, price-‐performance advancements, versioning and release management, interoperability and compatibility issues, and user demand all contribute to the complexity and difîculty of architecture development.
The architectural models presented in this plan are designed to leverage standards, provide the greatest possible amount of ^lexibility throughout the environment, and position the college to take advantage of the phenomenal technology advancements that will be seen in the next îve years and beyond. This agile architecture emphasizes openness, a services-‐based architecture, and deployment of the most powerful mix of tools available. Telecommunications and Networks
Changes in telecommunications and network technologies represent improved price-‐
performance, broader ubiquity, larger bandwidth, better reliability, and greater manageability. This provides the fundamental infrastructure for extensive content delivery, provisioning of scalable computing capacity, fast and voluminous data transfer, real-‐time simulation, complex communication structures, and large-‐scale collaboration. Voice over Internet Protocol (VoIP) and ubiquitous wireless coverage have been signiîcant enablers of integration of converged devices throughout the computing architecture. Wireless network coverage, while currently available throughout college facilities and certain public spaces, will become more pervasive in most non-‐college areas. Coverage gaps in wireless networks will eventually be covered by the expansion and improvement of commercially offered wireless networks operated by cellular service providers. The college will maintain its pursuit of 100% wireless coverage and upgrade the speed and performance of the network as need dictates. Chapter 1: Technology and Higher Education: The Future
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Additionally, the current VoIP network covers 100% of the college’s facilities, positioning the college to take advantage of new service offerings designed for these environments.
Carbonware
Despite the importance of hardware, software, architecture, and telecommunications and network decisions, the most critical element will continue to be the carbonware, humans, employed in the technology environment. The emphasis on hiring for pure intellectual horsepower will prove to be the most signiîcant factor in the college’s continued leadership in technology. The department is structured to be a learning organization so as to prepare staff to deal with the massive changes predicted for the future. Noted and proliîc author and social commentator Eric Hoffer admonished “In times of change, learners inherit the Earth, while the learned înd themselves beautifully equipped to deal with a world that no longer exists.” 15 Glaser and May posit, “The educational background, the skill set proîle of next generation IT leaders (the stuff you are supposed to know), is the greatest single source of competitive differentiation available to enterprises today.”16 This reality is the genesis of the technology leadership team’s emphasis on the development of technology staff and training in leadership skills.
It is the intent of the technology leadership team to create an environment suitable for the achievement of excellence. In a meeting with Apple’s head of design, the generally acknowledged brilliant, Sir Jonathan (Jony) Ive described the factors that have led to his team’s phenomenal success in creating Apple products over the past îfteen years:
•
•
•
•
•
•
A supportive ‘listening’ environment
Space to think
An impossibly curious culture
A team that is completely prepared to be wrong
Proliîc prototyping
Courage to throw away good designs to achieve the best
15 Eric Hoffer, The True Believer: Thoughts on the Nature of Mass Movements (Harper & Row, 1951).
16 R. Glaser and Thornton May, ‘CIO Leadership Institute presentation notes’, (Berkeley, CA: UC 2006), accessed 2006.
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This description serves as the model for the technology team’s target environment and cultural aspirations. It is the responsibility of technology leaders to create and sustain a creative, productive, well equipped, and healthy environment in which value is created for the college through the efforts of the technology professionals it employs.
Virtual Reality and Gaming
Included as two of the six major trends for the future of higher education in the 2007 Horizon Report are the closely related, and somewhat interdependent, advances in virtual worlds17 and new gaming technologies, estimated to be a major focus.18 There is no doubt that gaming technology has advanced beyond the wildest dreams of most early gamers. The interfaces, sense of reality, suspension of disbelief, and highly interactive virtual environments offer a powerful environment for experiential and collaborative learning.
Massively multiplayer online (MMO) solutions have become affordable and readily available online. These systems provide highly scalable, richly immersive, experiential environments for learners. Colleges must take advantage of these opportunities to enrich the learning environment by ensuring computing and network infrastructure systems and the culture of the college community are ready for the application of advanced virtual environments.
However, beyond the technological environments of virtual reality and gaming is the broader application of ‘game theory’ across the organization, particularly in academic areas. In the Predictioneer’s Game, game theory is described as “...a fancy label for a pretty simple idea: that people do what they believe is in their best interest.”19 The power of game theory is the ability to leverage self-‐motivated self-‐interest to a desired outcome. Applying the principle of game theory leads to predictable outcomes, “by estimating carefully people’s wants and beliefs, anyone can make a reliable forecast of what (a person) will do...” 20
17 K. Woolsey, and et al, ‘The 2007 Horizon Report’ [web document], (2007) The 2007 Horizon Report. <www.nmc.org/pdf/2007_Horizon_Report.pdf>, accessed 2007, p. 18.
18 K. Woolsey, and et al, ‘The 2007 Horizon Report’ [web document], (2007) The 2007 Horizon Report. <www.nmc.org/pdf/2007_Horizon_Report.pdf>, accessed 2007, p. 25.
19 Bruce Bueno de Mesquita, The Predictioneer’s Game: Using the Logic of Brazen Self-‐interest to See & Shape the Future (New York, NY: Random House Trade Paperbacks, 2010), p. 1.
20 Bruce Bueno de Mesquita, The Predictioneer’s Game: Using the Logic of Brazen Self-‐interest to See & Shape the Future (New York, NY: Random House Trade Paperbacks, 2010), p. 1.
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In terms of predicting social and behavioral trends “...we can use the same logic for prediction and for engineering the future.” 21 This provides solid ground for planning.
Cloud Solutions
There has been rapid growth of cloud-‐based solutions that provide application and systems services. Cloud as used in this document represents the full range of service models deîned by Babcock; Software as a Service (SaaS), Platform as a Service (PaaS), and Infrastructure as a Service (IaaS). As well as public, private, community, and hybrid deployment models.22 The beneîts of implementing cloud solutions include: higher availability and security; best-‐in-‐class capabilities and features; federated support services; enhanced disaster recovery and business continuity; reducing local enterprise server footprint; and hardware lifecycle management. In Cloud Revolution, Babcock points out “In the Cloud, the computer becomes a shape shifter. It is not limited by the box it arrived in, instead, it is elastic.23 Cloud solutions should be implemented wherever the value, quality of experience, functionality, and security are appropriate.
Mobility
The continual improvement and advancement of mobile devices that provide a variety of mail, messaging, contact, calendaring, and custom applications have led to the creation of highly functional and practical converged devices. There will continue to be divergence in mobile technologies that leverage traditional web-‐browsing experience versus native application capabilities. Over time, web standards will signiîcantly reduce or possibly eliminate the need for developing and managing native applications. Mobility and the ‘bring your own device,’ infrastructure, and management challenges that come with it creates a signiîcant leadership opportunity for IT. Muller in The Transformational CIO remarks that what makes leadership of IT in the future different from the present is “...the 21 Bruce Bueno de Mesquita, The Predictioneer’s Game: Using the Logic of Brazen Self-‐interest to See & Shape the Future (New York, NY: Random House Trade Paperbacks, 2010), p. 1.
22 Charles Babcock, Management Strategies for the Cloud Revolution (United States of America: McGraw-‐Hill, 2010), p. 222.
23 Charles Babcock, Management Strategies for the Cloud Revolution (United States of America: McGraw-‐Hill, 2010), p. 26.
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willingness to work outside the comfort zone of IT and embrace the challenges...” 24 In no area is this more true than mobility.
Social and Behavioral Trends
Perhaps the most signiîcant trend which will have long-‐lasting impact on higher education, and society in general, is the expansion and advancement of social networking facilitated through the adoption of new applications and services. This trend toward greater social networking is cited in The Horizon Reports as one of the most important future trends. It is noted in the report that this social interaction model is already second nature to students and provides them with a virtual gathering place in support of their educational experience.25
Students currently network and collaborate through a variety of tools such as Facebook (850+ million users) 26 and Twitter (300+ million users)27.
Social networking platforms provide a venue for members to communicate, collaborate, share digital resources, and build personal and virtual relationships-‐communities that are self-‐
organizing and, to a very large degree, self-‐managed. Student use of social networking and their comfort in the virtual world of the communities built there is one of several differences of perspective between students and faculty regarding technology and its application to scholarship, research, and daily life. 24 Hunter Muller, The Transformational CIO: Leadership and Innovation Strategies for IT Executives in a Rapidly Changing World (Hoboken, NJ: John Wiley & Sons, Inc., 2011), p. 175.
25 K. Woolsey, and et al, ‘The 2007 Horizon Report’ [web document], (2007) The 2007 Horizon Report. <www.nmc.org/pdf/2007_Horizon_Report.pdf>, accessed 2007, p.12.
26 Facebook, ‘Statistics’, Newsroom -‐ Company Info Fact Sheet [web page] (2012) <http://newsroom.^b.com/content/default.aspx?NewsAreaId=22>, accessed 26 Mar. 2012.
27 Chris Taylor, ‘Social networking 'utopia' isn't coming’, CNN Tech [web page], (2011) <http://articles.cnn.com/2011-‐06-‐27/tech/limits.social.networking.taylor_1_twitter-‐
users-‐facebook-‐friends-‐connections?_s=PM:TECH>, accessed 26 Mar. 2012.
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The Experience Economy
The concept of the experience economy was introduced by Pine and Gilmore in their 1999 book of the same name.28 It is based on the belief that as services become commoditized the experience of the service becomes a vital part of the value proposition for the customer or service consumer. The experience as a value-‐added element of the transaction or relationship was introduced in the 2002 Strategic Technology Plan29 and served as the driver for much of the systems development work that has occurred since that time including the introduction of personalization, advanced web technologies, and enhanced mobile experiences. This is a deliberate “decommoditization” of experience.30
Marketing and branding guru Andrew Zolli has advanced the idea that as the customer’s exposure to an organization is, in ever-‐greater frequency, with its systems (web sites, automated telephone navigators, etc.) the systems become the de facto brand of the organization.31 He advocates a close relationship between marketing and technology to ensure the creation and defense of strong and desirable brands.
The effects of the experience economy are deepening and the trend will continue. The result is a continuous ratcheting-‐up of expectations on the part of customers. The college will continue to focus on the quality and consistency of the technology experience and the close collaboration of marketing and technology staff to leverage its reaction to the experience economy into a competitive differentiator. The technology team will also continue to evaluate best practices as well as engage in innovative systems and process designs to enrich the overall experience with the college’s technology.
28 Joseph B. Pine II and James H. Gilmore, The Experience Economy: Work is Theatre & Every Business a Stage (Boston: Harvard Business School Press, 1999).
29 Robert J. Rennie, Strategic Technology Plan 2002 (Jacksonville, FL: Florida State College @ Jacksonville, 2002).
30 D. Burrus, and J.D. Man, Flash Foresight: How to See the Invisible and Do the Impossible (New York: HarperCollins Publishers, 2011), p. 190.
31 Andrew Zolli, ‘Marketing and Branding in the Experience Economy’, (Palm Desert, CA: Computerworld Premier 100 Conference 2004), accessed 07 Mar. 2004.
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Schank, et al, remind us that “the more intuitive the process is, the more usable the software.32 This philosophy lies at the very core of the solutions strategy employed by the technology leadership team.
Environmentalism
The attention being drawn to climate change and related environmental issues will result in an ever-‐greater green awareness throughout the general public and will most likely generate signiîcant action-‐oriented groups and behaviors in the cause for environmentalism. This is a trend likely to present challenges for colleges that lack environmentally responsible behaviors, infrastructure, and/or operations.
Although it is difîcult to predict the scope or veracity of such movements, it is prudent to be prepared to respond to inquiry and to incorporate environmental concerns into the planning decisions being made today. The technology leadership team will be examining environmentally friendly computing and infrastructure as it engages in its planning activities and will recommend environmentally sound courses of action whenever practicable.
Political and Economic Trends
Rising Costs
Anyone who has any experience in the technology environment understands the increasing cost of doing business. In many cases this has resulted in technology organizations and their leaders being preoccupied with the business of cost-‐cutting. In a January 2011 survey of CIO’s published by CIO Magazine, 45% of respondents reported cost cutting to be a primary focus.33 Although responsible stewardship of technology and îscal resources is a given in the management of technology, it is unfortunate that so much attention is placed on pure cost containment. 32 R. Schank, R. Lyras, and E. Soloway, The Future of Decision Making, (New York: Palgrave MacMillan Inc., 2010), p. 187.
33 Kim Nash, '2011 State of the CIO: IT Departments Are Fueling Company Growth Through Strategic Technology Investments', CIO Magazine [web page] (2011) <http://
www.cio.com/article/646750/2011_State_of_the_CIO_IT_Departments_Are_Fueling_Company_Growth_Through_Strategic_Technology_Investments>, accessed 2011.
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The philosophy of technology leaders at the college is to deîne technology, and all that it does, as a value creation engine. In such a model the focus is on creating value and ensuring positive value propositions for the college. This approach results in a richer computing environment that is îscally responsible but still extremely innovative. The trend of increased costs will continue; however, the value creation focus in the technology department will also continue and should serve the college well over the next several years.
Reduced Resources
The anvil against which rising costs are hammered is the general shortage of resources that is so prevalent in higher education, particularly public higher education. It is anticipated that resource shortages, limitations of funds, staff, and facilities, will continue for the foreseeable future. The most effective strategies for dealing with this trend will continue to be the multi-‐
faceted approach that includes; focusing on value creation, increasing market space/share, improving cost-‐effectiveness and efîciency of operations, fundraising to secure private funds, political action and lobbying to secure more public funds, and the creation of new revenue sources. The college is engaged in this full range of activities and the technology team will continue to support each of them to the extent possible. Additionally, technology leadership will constantly pursue innovative strategies for providing extremely efîcient technology services including a comprehensive sourcing strategy.
However, as Sherman notes, “there must be a willingness to challenge the ‘way things have always been done’ with a healthy disregard for the norm as part of a quest to make things better, more desirable, more marketable, more efîcient, and more proîtable (value creating).34 This approach demands the presence of a culture of innovation “...places where creativity is celebrated, rewarded, and cherished at all levels in the organization.” 35 To the extent such an environment exists, technology will continue to innovate on a grand scale. We do recognize it can be difîcult for organizations to support innovative climates, especially when under stress. As Schank, et al, point 34 A. Sherman, Harvesting Intangible Assets: Uncover Hidden revenue In Your Company’s Intellectual Property (New York: AMACOM, 2012), p. 12.
35 R. Schank, R. Lyras, and E. Soloway, The Future of Decision Making, (New York: Palgrave MacMillan Inc., 2010), p. 27.
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out “...a rules-‐driven culture has difîculty giving people the freedom to trust their instincts. It prefers a false certainty to following a hunch.” 36
The business of higher education has become highly competitive, this trend will continue and will result in the failure of many institutions to maintain their status and/or economic viability. The college has experienced strong competition in its markets over the past few years and has responded well.
Technology’s role in addressing this trend is to ensure, on a continuous and sustainable basis, that the user experience is of the highest quality, that all systems create and defend strong positive brand, and that technology creates value for the college and its constituent communities. It is the deliberate intent of the technology team to empower the college through the provision of systems and technologies that produce competitive differentiation and enable market domination.
Timelines
The following tables present four distinct timelines. They are 1998 through 2002 (Strategic Technology Plan 1), 2003 through 2007 (Strategic Technology Plan 2), 2008 through 2012 (Strategic Technology Plan 3), and 2013 through 2017 (this plan). They show the signiîcant historical events related to technology over the past ten years and the forecasted signiîcant events of the next îve. These timelines, like the preceding trend discussion, are not intended to be all-‐inclusive; rather the intent is to highlight those things of greatest signiîcance to the bigger picture of computing at the college.
36 R. Schank, R. Lyras, and E. Soloway, The Future of Decision Making, (New York: Palgrave MacMillan Inc., 2010), p. 33.
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Table 1.1: Strategic technology plan 1 -‐ Nive year timeline of signiNicant events
1998
1999
2000
2001
2002
Faculty Computing
Student Computing
ARTEMIS (Portal)
Yahoo 3rd Most
Wired
Yahoo 2nd Most
Wired
Strategic Technology ORION (B)
Plan
LMS 1
ARTEMIS (Portal)
LMS 2
College-wide
Network
Right-size & Re-org
ORION (1)
XML Web Services
Strategic Technology
Plan
ORION (A)
Data & NOC
Y2K
ATC Opening
Tech Consolidation
Featured by
Microsoft (.Net)
Table 1.2: Strategic technology plan 2 - five year timeline of significant events
2003
2004
2005
2006
2007
Ranked #1 in Digital
Education
Education
CIO Premier 100
Honoree
100% wireless
coverage
Education
GLT 1
VoIP1
Education
CURRIKI
Mobile Device
support
CISCO Advanced
Training Center
IT Leadership
Academy
VoIP2
Crossvision
Plan 3
ORION 2
CRM
Global SOA Keynote Web 2.0
UNIX Conversion
Software AG feature
(UNIX migration)
Forrester feature
(legacy
modernization)
GLT 2 & ECM
CIO appointed to
GELC Advisory
Board
MIS/DSS
Blogging
ARTEMIS II
Left FCCSC
SIRIUS phase II
Nike phase 1
CIO appointed SAG
Intern’l Exec.
Committee
Featured by Zap
Think (SOA)
iTunes U
Podcast & Wiki
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2008
2009
2010
2011
2012
BizTalk
JIRA Request
Management
MyQ V1
Enterprise Platform
Refresh (M8000
Server)
Connections to
SharePoint
Google Mail
Confluence Wiki
MyNumbers
ARTEMIS Platform
to SharePoint
Continuing
Education Student
System
State Reporting
Redesign
Live@edu (Students) Citrix Pilot
MyQ V2
Kaltura (Mediaworks
replacement)
Mobi 1
Learning Innovations Associate CIO,
Premier 100
Honoree
Public Profile and
Friendly Name
Digital Leave Forms
Withdrawal
Intervention System
Channel 26
Broadcast
Operations
TV Production HD
Conversion
Curriculum Vitae
Helpdesk Migration
(Presidium to
Perceptis)
Federated Task
Management
Digital College
Hierarchy
Live Streaming
Telepresence (Phase MyTech (Enterprise
1)
Device
Management)
AutoPOS
Outsourced
Helpdesk
(Presidium)
Ensemble
(Mediaworks)
Enterprise Wireless
Upgrades (802.11n)
State College
Conversion
Campus FRCs
Digital Work
Schedules
Employee Password BB 9.1 Conversion
Reset App
(Enrollment)
Peak 10/Hosted
College Website
Student Technology
Survey
Class Shopping
Experience
Tech Team Website
Replacement
Faculty iPad 2 rollout
Next Gen Faculty
Computing
Data Warehouse
Phase 1
BB 9 (from 7)
Tech Support
Management Pilot
(Kent Campus)
SOA Integration
Server
DR@NWRDC
Early Alerts
Higher One - Student Student Technology
Financial Aid
Experience Survey
Exchange 2007
Electronic Pay Stubs Disbursement Card
Data Replication
Plan 4
Peak 10 Web
Hosting
SIRIUS Material
Distribution
FSCJ Domain
Transition Phase 2
POS Systems
Reconceptualization
SOPHOS Antivirus
Online Loan Request Enterprise Systems
Software Migration
Mobile Device
Management (MDM)
Digital Imaging and
Workflow System
Replacement
Keeping Computers
New Phase 2
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2008
2009
2010
2011
2012
NOC Power/
Renovation
Pearson Math Auto
Enrollment
Keeping Technology
New Phase 1 (Lab
Replacement)
Next Gen Faculty
Computing (Phase 2)
Emergency Alerts
Direct Loan
Processing
CW IT Wiring
Standards
Next Gen Smart
Classrooms Pilot
Academic Success
Centers
ID Card System
Office 365 (Student)
iPad 1 Rollout
Staff Desktop Image
Standards
FSCJ Domain
Transition Phase 3
(Student)
FSCJ Domain
Transition Phase 1
ORION to Exchange Backbone Structure
Room Management Change/Expansion
Transition
Security Camera
Standardization
Exchange 2010
Employee QR Codes
Door Security
Standardization
SQL Clustering
Telepresence (Phase
2)
Staff Home Directory USDOE Federal
Reporting Design
IT Collaboration
Suite (Shark Tank)
NOC Server
Virtualization
College Program
Review (CPR)
Redesign
BI Model and
Reporting (Phase 2)
NOC Server
Reconfiguration
Project
HEOA Net Price
Calculator Design
and Deployment
Admin Systems
Replacement
Strategy
Graduate Licensure
and Certification
Web App
ORION 3 Student
System Strategy
Smart Classroom
Standards Dev.
Nursing Digital
Materials Pilot
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2013
2014
2015
2016
2017
Cloud HR
Cloud Finance
Cloud Financial Aid
Keeping Technology
New Phase 3
Plan 5
Cloud PR
Cloud Purchasing
Keeping Technology
New Phase 2
Smart Classroom
Redesign Phase 4
Cloud ORION
Cloud LMS
SW Req./encoding
Academic System
Smart Classroom
Redesign Phase 3
New Technology
Vision and Strategy
Cloud SharePoint
Keeping Computers
New Phase 3
Keeping Technology
New Phase 1
Lights-out
Datacenter
Leadership
Transition
Keeping Technology
New Phase 4
Office 365 (Staff)
Digital Content
Distribution System
Redundant Internet
DR & Business
Continuity Redesign
IT Financial
Database
Citrix for Student
Experience
College-wide
Messaging Solution
NOC Server Rooms
Consolidation
Next Gen SAN
Smart Classroom
Redesign Phase 2
Next Gen Backup
Faculty Technology
Reconceptualization
ARTEMIS
Collaboration Suite
iPad Rollout & Cart
Upgrades
Post PC Era
Strategy
Next Gen Faculty
Computing (Phase 3)
Mobile BI Solution
Key Performance
Indicators (KPI)
Private iTunes U
DR & Business
Continuity Strategy
IT Risk Assessment
IT Self/Pre Audit
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43
2013
2014
2015
2016
2017
Enterprise Systems
Monitoring
App Deployment
Process
Improvement
Internet Expansion &
Management
SOA Governance
Redesign
Smart Classroom
Redesign Phase 1
AA Digital Materials
Track Pilot
BS Digital Materials
Program Pilot
Conclusions
The trends and forecasted futures discussed in this chapter are those expected to have the most signiîcant effect on the college and which have had the greatest in^luence in the technology decisions presented in this plan. There are many others that have been researched and for which strategies have been developed that are not included in this discussion.
CHEMA, in its report on the future of higher education cited the most signiîcant threats to the future of higher education as identiîed in a 2006 survey of a broad range of higher education leaders:
•
•
•
Resistance to change ﹣ 55.8%
Lack of resources ﹣ 43.7%
Increased costs ﹣ 34.7%
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44
Other factors of concern included complacency (21.1%) and insufîcient leadership (17.9%) and just slightly more than a third of respondents believe their institutions are prepared to capitalize on change.37 While the threats of resource shortages and increased costs are obvious and understandable, the issues of resistance to change, complacency, lack of preparedness to capitalize on change, and insufîcient leadership are particularly disturbing as they are evidence of systemic dysfunction.
Although this research was conducted six years ago, informal surveys and conversations would seem to suggest strongly that these îndings still hold true today.
These three items are unnecessary challenges that represent a failure on the part of colleges and universities to demand excellence from their leaders and inability to manage organizational culture. Although the college most certainly shares the concerns relating to reduced resources and increased costs, it is unencumbered by the dysfunctional threats to a successful future. In researching successful revolutionary innovators, Gostick and Elton noted that successful teams “...share a belief in their ability to write the future.” 38 They found “...six core traits, and they were consistent across a range of diverse organization.”39
The teams studied dream truly ambitious goals; they believe in each other; they take calculated risk; they measure results; they persevere; and they tell stories that exemplify what they are trying to achieve.” 40 And the team members learn to genuinely cheer for each others’ success.41
The technology team at the college is extremely future-‐focused and innovation driven. The fairly accurate interpretation of environmental scans, the full consideration of exogenous and endogenous in^luences, and the paying of particular attention to technology and social change have resulted in plans that have been extremely successful. 37 Phillip Goldstein, ‘The Future of Higher Education: A View from CHEMA’, The Council of Higher Education Management Associations [web document] (2006), <http://
www.ala.org/APPA39a_ScreenOpt.pdf>, accessed 2002.
38 A. Gostick and C. Elton, The Orange Revolution: How One Great Team Can Transform an Entire Organization (New York: Free Press, 2010), p. 7.
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This success, or high “hit-‐rate,” of technology selection, early adoption of emerging technologies, and architecture development has resulted in the technology leadership position the college currently holds. It is genuinely hoped, and believed, that this trend too will continue. If it does not, it will not be due to a lack of effort on the part of the technology leadership team or staff.
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CHAPTER 2
Technology Strategy
42
“Possunt quia posse videntur. Audentis fortuna iuvat.”
(“They can because they think they can. Fortune favors the bold.”) -‐Virgil
Purpose
The primary purpose of this section of the strategic plan is to introduce a strategy, and its underlying philosophy, for the planning and deployment of technologies to ensure the continued success of Florida State College in the higher education market-‐space. Further, it is intended to meet the demands of the ever-‐more competitive higher education market: the emergence of digital natives as the majority stakeholders and the ever-‐growing requirements for advanced multimedia, interactive, and user-‐friendly computing experiences.
Perspective
Dilenschneider, in Moses: CEO, Lessons in Leadership, observes that, “our world is global, information-‐driven, and uncertain.” 43 We înd ourselves in the midst of what MIT’s Lester Thurow has termed the brainpower era. This is fortunate for many reasons, not the least of which is the ever-‐present Internet, the web, cyberspace, the net, it. And it is all around us. The cyber age is here and many organizations, including Florida State College, are applying this age’s trademarked tools and processes for competitive advantage in their markets.
The web has developed into a predominant venue for the transaction of business and the business of transactions. This development is neither regional nor national; it is not bounded by industry type or level of capitalization. It is a pervasive and continuous movement to new economic and business models. It has mass and velocity and, most importantly, it has relevance. Nearly eighty percent of North America is on the Internet and growth in use of the Internet has 42 Robert J. Rennie, A Technology White Paper: A Strategy for E-‐Commerce (Jacksonville, FL: Florida State College @ Jacksonville, 1999) and Steven Wallace and Robert J. Rennie, The Case for the E-‐volution (Community College Week, 2000), p. 4.
43 Dilenschneider, R., Moses: CEO, Lessons in Leadership (Beverly Hills, CA: New Millennium Press, 2000), p. 154.
Chapter 2: Technology Strategy
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been recorded at over 528% for the ten-‐year period from 2001 to 2011 and North America represents 12% of worldwide Internet users.44
Estimates are that over 2.03 billion people currently access the web.45 According to the U.S. Census Bureau, in the U.S. alone, nearly 90% of all people between the ages of 15 and 54 years regularly use the Internet and nearly 80% of households have Internet connection in the home. These facts clearly indicate continuously growing global and national markets that are web-‐based and included higher education’s target demographic group.
In Business at the Speed of Thought, Bill Gates describes the nature of this era by contrasting its characteristics with those of previous eras. He states, “Previous economic eras were marked by long periods of stability followed by short periods of wrenching change, a concept known to evolutionists (and biologists) as punctuated equilibrium.” 46 Gates goes on to describe the current environment as an “era of punctuated chaos” where the pace of change is unsettling and constant upheaval is visited with only brief respites.47 John Seely Brown and Paul Duguid note, in The Social Life of Information, “The importance of disturbance and change makes it almost inevitable that we focus on [them].” 48
All of the change, turmoil, evolving markets, dynamic customer base, and technological innovation create tremendous opportunities for organizations and individuals to redeîne themselves. But it also converges on individuals who must live, learn, and work in an ever-‐
changing, uncertain world. Colleges, particularly open access colleges, are society’s enabling agents for these individuals as they try to survive and succeed in this challenging environment.
To be successful, individuals, now more than ever, must be educated, trained, skilled, and otherwise prepared to deal with the characteristics of the new economy, a new world order, and their place in them. Waterman, Waterman, and Collard deîned these qualities as career resilience. 44 Miniwatts Marketing Group, ‘Internet World Stats’, Miniwatts Marketing Group [web page](2011) <http://www.Internetworldstats.com >, accessed 2011.
45 Miniwatts Marketing Group, ‘Internet World Stats’, Miniwatts Marketing Group [web page](2011) <http://www.Internetworldstats.com >, accessed 2011.
46 William Gates III, Business at the Speed of Thought (New York: Warner Books, 1999), pp. 411-‐412.
47 William Gates III, Business at the Speed of Thought (New York: Warner Books, 1999), pp. 411-‐412.
48 John Seely Brown and Paul Duguid, The Social Life of Information (Boston: Harvard Business School Press, 2000).
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They suggest that “successful employees will be those who are dedicated to continuous learning and ready to reinvent themselves to keep pace with change.” 49 Computerworld’s Don Tennant wrote the cautionary message to IT professionals, “Good morning: The world and your profession have dramatically changed. You are competing against the best and brightest from all over the world…” 50 Futurist Ray Kurzweil has predicted “[in] 2019 most adult human workers [will] spend the majority of their time acquiring new skills and knowledge.” 51 These are the primary drivers of education transformation initiatives and restructured funding models being developed in America’s educational systems.
In composite, the characteristics of the new era, availability of enabling tools, requirements for personal success, and the successful experiences of pioneering organizations lead to some reasonable conclusions:
1. Internet access, particularly wireless/mobile, has become ubiquitous and is a powerful content delivery and transactional business force
2. Technology and business skills will change fast and often. Therefore, virtually all workers will be forced to go back to school periodically for skill development and/or enhancement 3. The rapid pace of change will continue. Expectations of time-‐efîcient “when I want it” convenient access to services has become the norm but the majority ‘digital native’ population will continue to signiîcantly increase the expectations for technology and service
4. Choice-‐of-‐provider (college, vendor, etc.) market conditions will continue to force colleges to provide high quality product at competitive prices with exceptional customer service or they will, and should, fail
These four issues result in an imperative for change, a demand for a new model of service provision. Unfortunately, many institutions lack the requisite vision, willingness, awareness, and/
or resources to take advantage of this opportunity and guarantee themselves a successful future.
49 Waterman, Waterman, and Collard, ‘Toward a Career Resilient Workforce’, Harvard Business Review, (1994).
50 Don Tennant, ‘A Wake-‐up Call’, ComputerWorld Magazine, (2007), <http://www.computerworld.com/s/article/278945/A_Wake_up_Call>, accessed 2007.
51 Ray Kurzweil, The Age of Spiritual Machines, (New York, NY: Penguin Group, 1999), p. 18.
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Three Traps
There are many reasons for organizations to fail in these challenging times. For higher education there are three critical traps that constitute what might be considered a nature to fail.
First among these traps is what Szent-‐Gyorgi refers to as syntropy, a drive towards greater order. Although those of us in higher education often profess ourselves, and sometimes are, unencumbered by a sense for order and able to embrace chaotic systems, our collective selves, in the form of institutions, seek order. As organizations we like things neat, clean, precise, and in knowable measure. The problem, though, is that this is completely incompatible with the new technologies, the web and the models that result from it. John Kao has said “the Internet culture is a jamming (as in jazz) culture, it is non-‐hierarchical and center-‐less.”52
In The Minding Organization, Rubenstein and Firstenburg point out that “the Internet forces us to rethink what is necessary to make a system work.”53 They go on to describe Hardin’s concept of an ecolate îlter, the premise of which is that organizations (organisms) never just do one thing because everything is connected to everything else; therefore the entire effect must be assessed (îltered).54
Failure to apply this îlter has resulted in a long history of unintended consequences that have caused a need for greater order and a commitment to the status quo. The fear of unintended consequences and the perceived pain of change paralyze organizations and result in missed opportunities and ultimately failure.
Trap two is that colleges tend to be averse to taking risks. Adopting extreme new technologies, particularly disruptive technologies, is perceived as (and to a great extent actually is) a high risk venture. Many new tools and processes are disruptive technologies. These new tools and processes are considered disruptive in that the value they provide is not a discrete factor within systemized measures that are recognizable and accepted in the existing industry model.
52 John Kao, Jamming (New York: Harper Business, 1996), p. 131.
53 Moshe F. Rubenstein and Iris R. Firstenburg, The Minding Organization (New York: John Wiley & Sons, 1999), p. 196.
54 Moshe F. Rubenstein and Iris R. Firstenburg, The Minding Organization (New York: John Wiley & Sons, 1999), p. 196.
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For example, high-‐touch has been a core value in many colleges. Consequently, a large number of measures have been developed to assess the level of service provided in terms of personal, face-‐
to-‐face interactions with students. Technology-‐based, do-‐it-‐yourself, initiatives do not fare well under such measures even though students may receive higher levels of convenient service.
But still, we as organizations have a particular fondness for our known measures. We use them for accreditation, funding, and justifying our very being. Disruptive technologies will never look successful under old measures. This makes it extremely difîcult for innovators to risk even though the rewards can be extraordinary.
Harvard’s Clayton Christensen found that îrms that led in launching disruptive technologies (products and services) logged revenues twenty times greater than those that entered markets later.55 Steve Wozniak, the engineering half of the Jobs-‐Wozniak dynamic duo that founded Apple, said “The only way to come up with something new -‐ something world-‐changing -‐ is to think outside the constraints everyone else has.”56 “You can’t follow the crowd. You have to ignore the crowd.” 57 This should be instructive for colleges as well as businesses. Still, colleges rarely take risks.
The third major trap that leads to colleges’ nature to fail is what Guy Kawasaki calls death magnet #9. Death magnets are Kawasaki’s principal causes for business failure. He introduces them in the book Rules for Revolutionaries. Death magnet #9 is ‘Our Product Sucks Less’. It is deîned as deluding oneself by comparing current products and services to prior offerings and those of competitors. This, says Kawasaki, “results in the feasible solution being the optimum and prevents the optimum solution from being feasible.” 58
55 Clayton Christensen, The Innovator’s Dilemma (Cambridge: Harvard Business School Press, 1997), p. 132.
56 Steve Wozniak and G. Smith, iWoz (New York: W.W. Norton, 2006), p. 290.
57 Steve Wozniak and G. Smith, iWoz (New York: W.W. Norton, 2006), p. 290.
58 Guy Kawasaki, Rules for Revolutionaries (New York: Harper Collins, 1999), p. 96.
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Taylor and LaBarre address the issue as follows: “…(for) companies that compete on the originality of their ideas. It isn’t enough for leaders to challenge the prevailing logic of their business; they also have to re-‐think the logic of their own success.” 59
Colleges constantly compare themselves to themselves and each other. This is inherently success-‐avoidance behavior, especially when done without a clear vision for achieving excellence beyond the known, the experienced, and the so-‐called tried-‐and-‐true. Colleges can, and have, compared and measured themselves right into mediocrity and insigniîcance.
Syntropy, risk-‐aversion, and death magnet #9 are part of our organizational nature. They are also three great reasons to fail. To be successful, colleges must avoid their natural instincts and push themselves into the unknown horizons of new technologies and new ways of conducting the business of higher education.
Initiatives-Based Planning: Empowerment, Technology, and Innovation
One way to increase the chances for success in technology initiatives is to empower the individuals in an organization to pioneer. Ideally, an organization’s technology strategy would be compatible with its business plan. Current planning and budgeting models, though, often make it difîcult to foster the creativity that results from successful innovations. The Internet (the web) and related technologies are network models. As such, their principles and characteristics are more like biological systems than linear models by which businesses and colleges have historically been deîned.
Typically, colleges have a business plan that lives in the form of an educational master plan. This master plan is usually complemented by a series of subordinate plans for facilities, technology, and budget. Organizations work very hard to produce volumes of paper detailing the îndings of environmental scans and the history that has served as the basis for the budget (and usually why it should stay roughly the same as it has always been).
59 W. Taylor and P. LaBarre, Mavericks at Work (New York: Harper Collins, 2006), p. 28.
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To some extent these activities are designed to provide a sense of control, but they generally fall short. Shapiro points out, in The Control Revolution, that “Learning to distinguish the illusion of control from the real thing is another crucial part of achieving a balanced (organization).” 60 In Fall 1998, Florida State College, to begin to shed itself of this out-‐of-‐date ineffective practice, moved from classic master planning to an initiatives-‐based model. As Jack Welch put it, “winning is about reaching the destination you choose.”61 This model is intended to assist the college in reaching its chosen destination.
With nearly îfteen years of history it has become very clear that this highly autonomous, empowerment-‐rich model encourages and funds pioneering. This model has provided for the development of many programs, systems, and processes at all levels in the organization. In this model, potential value is assessed relative to the college’s global direction rather than on the basis of predetermined objectives or outcomes. Most importantly, though, funding is provided outside of the normal budget process. In this model, anyone’s good idea has a chance to succeed.
We agree with Burrus position that technological advancement ^lows through eight speciîc pathways: dematerialization, virtualization, mobility, product intelligence, networking, interactivity, globalization, and convergence.62 However, we further assert that this natural ^low must be meticulously facilitated, an effort requiring the application of massive amounts of not only crystallized intelligence but ^luid intelligence as well.63
Strong support for innovation and creativity is a necessary element in the development of technology initiatives. One good idea can reshape the future of an organization. Empowered people think.
60 Andrew Shapiro, The Control Revolution (New York: Century Foundation, 1999), p. 181.
61 Jack. Welch and Suzy Welch, Winning: The Answers (New York: Harper Collins, 2006), p. 261.
62 D. Burrus, and J.D. Man, Flash Foresight: How to See the Invisible and Do the Impossible (New York: HarperCollins Publishers, 2011), p. 48.
63 A. Furnham and J. Taylor, The Elephant In the Boardroom: The Causes of Leadership Derailment (Palgrave Macmillan, Inc., 2010), p. 213.
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Technology Rich Environment: The Enablement Model
Implementing an effective strategy for innovative solutions requires a compatible strategy for the deployment of supporting technologies. In a network model, ubiquitous access to technology creates value. At Florida State College, ubiquitous access is achieved through a technology enablement model.
Based on the premise that people who have access to tools îgure out really creative and valuable ways to use them. Flinn explains that “our architecture of learning, the fuzzy network, naturally handles the integration of tacit and explicit knowledge in what is called a fuzzy union.”64 The technology enablement model puts the best possible technology that an organization can afford in the hands of its workforce. It then provides training, support, and connectivity and lets value be created by its use, leveraging that ‘fuzzy union’ to the fullest possible extent.
An Agile Architecture: Multiple Platforms
William Graves, in Katz and Associates’ Dancing with the Devil, stated a philosophy of information technology and its mission in a college: “Information technology is a strategic asset that should be utilized by the entire faculty, staff, and student body to increase the productivity of mission-‐critical academic programs and the administrative services that support those programs.”65
Consistent with this statement of mission and purpose and through implementation of the technology enablement model the technology functions at Florida State College are operated under a broad mandate to create a powerful, ubiquitous, and highly reliable technology environment. This mandate is framed by values that are expressed through statements of mission, vision, and charge.
The technology architecture is based on leveraging enterprise cloud technologies where applicable through a governed services model. This strategy reduces the local infrastructure required to host and manage enterprise applications while providing high quality and accessible 64 S. Flinn, The Learning Layer: Building the Next Level of Intellect in Your Organization (New York: Palgrave MacMillan Inc., 2010), p. 73.
65 Richard N. Katz & Associates, Dancing with the Devil: Information Technology and the New Competition in Higher Education, (San Francisco: Jossey-‐Bass, 1999), p. 95.
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services. The cloud and hosted services platform strategy feature highly scalable services that can respond to the need for organizational agility in other areas of the college.
Strategy Simplified: Ten Points that will Drive Success
The development of an effective technology strategy is what VanGundy would classify as an ill-‐
structured problem. It is ill-‐structured in that there is little available information to assist in closing the gap between what is and what should be.66 Due to the absence of a dependable model for strategy development in this dynamic and challenging (ill-‐structured) area, and the general complexity of strategy development, a new model called spatial planning was created. Spatial planning is based on the development of focus areas called planes and initiatives referred to as vectors, these are formed to pursue one or more global directions or points of emphasis.
Although the detailed technology strategy being employed at Florida State college, and the plane and vector planning model upon which it is based is comprehensive and technologically complex, its results are presented in terms of its ten basic points of emphasis. They are:
1. Technology will serve as a value creation engine and source of differentiation
2. The facilitation of a digital content ecosystem will be viewed as a primary service
3. Computing resources will be based on multi-‐level heterogeneously sourced, and ^lexible technology environment
4. An individualized portal will continue to serve as the primary interface for students, faculty, and staff
5. The foundation of systems and services development will be business process management (BPM) leveraging digital work^low
6. Software will be developed and implemented within a services-‐based architecture
7. Quality-‐of-‐service (QOS) will be the key measure of all systems
8. Reporting and analysis systems will be designed to reinforce a data-‐driven culture
9. Leveraging social tools will be a given in all solutions
10. Technology-‐based content design, delivery, and social communications will be the primary purposes of the computing and network infrastructure
The various strategies employed and major technology initiatives developed are based on these ten points of emphasis and will continue to provide Florida State College and its constituents with a îrst-‐class technology environment, tools for individual success, and maintain the college’s position as a technology leader.
66 Arthur B. VanGundy, Techniques of Structured Problem Solving, 2nd Edition (New York: Van Nostrand Reinhold, 1988), p. 4.
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The reality for modern successful organizations is that there have been fundamental changes in the underlying principles of business. The idea that “the risk is making a huge mistake has transformed to the risk is making only tiny improvements.” 67
Summary of Strategy
The dynamic marketplace and ever-‐changing technological world in which we live results in signiîcant challenges and a critical need for colleges to develop effective strategies for survival in their environments. Jim Collins, in Good to Great, described the technology challenge in a unique fashion: “People don’t know what they don’t know and they’re always afraid some new technology is going to sneak up from behind and knock them on the head. [People] don’t understand technology and many fear it.” 68
Wozniak states the issue this way: “...the vast majority of people, practically everybody you will ever meet -‐ just think in black-‐and-‐white terms. So a new idea -‐ a revolutionary new product or product feature -‐ won’t be understandable to most people because they see things so black-‐and-‐
white.” 69
With these challenges, though, are tremendous opportunities. Jack Welch stated “...strategy is just a winning value proposition...”70 Florida State College has developed, and is implementing, a comprehensive technology strategy that includes just such a winning value proposition.
67 Brian Christian, ‘The A/B Test’, Wired Magazine, (2012), p. 182.
68 Jim Collins, Good to Great (New York: Harper Business Press, 2001), p. 155.
69 Steve Wozniak and Gina Smith, iWoz (New York: W.W. Norton, 2006), p. 289.
70 Jack Welch and Suzy Welch, Winning: The Answers (New York: Harper Collins, 2006), p. 106.
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CHAPTER 3
Technology Vision
“Leadership is the capacity to translate vision into reality.” -‐Warren G. Bennis
The comprehensive vision for technology at Florida State College is based on primary philosophical tenets that emphasize enablement, agility, optimization, stewardship, professionalism, and above all, excellence. These principles are communicated through vision, mission, and charge statements combined with general technology goals.
Vision Statement
Florida State College will be viewed as a technological leader providing superior access to the resources of scholarship and career preparation through the application of advanced technologies. The îve-‐year vision will be focused on three major issues: an environment for a digital native majority, provision of îrst-‐class academic computing, and ^lexible and agile delivery models.
Mission Statement
The Mission of the Technology Team is to provide the highest quality technological resources possible to the college to support achievement of the college’s mission, vision, goals, and objectives.
CIO’s Charge Statement
The Technology Team at Florida State College will pursue every technological advancement of promise for the improvement of the educational process, engage in continuous improvement of quality of services provided to clients, and conduct business in a professional and instructionally-‐
focused manner.
Florida State College’s comprehensive technology vision will be realized through the achievement of three general goals:
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Technology Goal 1: Achieve and Maintain an Educational Focus
This goal is achieved by deliberately directing all resources toward students, their transactions and interactions with the college, and the processes that most directly affect them. In Driving Customer Equity, Rust, et al, remark, “understanding the customer is more than listening to the customer…[it] requires an understanding of the factors that motivate [them].”71 This is instructive as strategies and methods for achieving focus are developed.
This focus includes emphasizing the lab and classroom computing environments but also includes faculty computing, instructional software, courseware, and individualized portal development. Additionally, this goal requires effective resource stewardship that ensures cost effective and efîcient solutions, including cloud and other emerging technologies, that optimize the resources available to the college.
Continuing a limited emphasis on administrative systems is necessary to provide the resources, management, and technical attention needed to meet the demands of instructional systems, new methodologies, and the arrival of digitally advanced students. However, replacement of some administrative ERP modules will be necessary in the îrst half of the îve-‐year plan. Ultimately, exceptional execution of high quality plans will determine the degree of success in achievement of this goal.
Technology Goal 2: Technological Leadership and Value Creation
Achieving technology leadership position (and maintaining it) is achieved through the application of technology as a value creation engine. This includes the enrichment of business processes in the higher education value chain, the enablement of new business through advanced technology capabilities, and direct support of organizational advancement through early adoption of signiîcant value-‐creating technologies.
Figure 3.1 represents a fairly typical industry value chain. Links are essentially major systems or areas in which processes are organized.
71 Roland T. Rust, Valarie A. Zeithaml, and Katherine N. Lemon, Driving Customer Equity (New York: Free Press, 2000), pp. 53-‐54.
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Higher education, though, can also be expressed in the same general model as shown in Figure 3.2:
Fig. 3.1: Generic Industry Value Chain
Fig. 3.2: Higher Education Value Chain
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Applying this lens to the business of higher education we see that the systems in each of the value chain processes present an opportunity for value creation and strengthening of brand.
Technology Goal 3: Technological and Organizational Agility
The extremely rapid pace of technological change and the similarly fast churning development of technology dependent educational delivery systems and educational methodologies results in an environment in which, to be successful, technology organizations must become adaptable agile enterprises. Agility is best achieved through the establishment of an overall architecture that provides a manageable level of platform/solution independence, rich platform selection, and a workforce based on intellectual horsepower rather than speciîc skills.
Table 3.1: Paleo, Meso, and Neo Dimensions
DIMENSION
PALEO
MESO
NEO
IT Role
Support transactions and
keep records
Support processes and
integrate functions/
organization alignment
Create value, new products,
new business
Enablement of
Organization
Volume, speed of work
Integration
Differentiation/Competitive
advantage
Managements Focus
Functional capability
Cost containment
Value creation
IT Perspective/Profile
Monastic -unknowable
Fringe player misunderstood outside/
inside
Chameleon (Insidious) key
player
Processing/Capability
One size fits all
Scalable
Utility/Cloud (on demand)
Storage
Specific
Share/Partitioned
Virtualized (Cloud)
Hiring Profile
(Developers)
Specific skill (project type/
toolset based)
Skill breadth & depth
(Tech Environment
Based)
Raw intellectual horsepower
Development
Environment
Factory
Boutique
Independent professionals
Org Expectations of IT
Staff Employment
Hire & keep
As long as we want them
Free agency
Access
People go to where access Access goes to where
is (Constrained)
people are (Ubiquitous)
Access everywhere
(Pervasive)
Access Mode
Limited wire
Wireless
Plentiful wire
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DIMENSION
PALEO
MESO
NEO
Small Apps
Custom
Off-shelf
Commodity
Big Apps Source
Custom
Homogeneous packages
Best of breed mix & cloud
App Integration State
Poorly Integrated (if at all)
Integrated (forced fit)
Seamless Integration (SOA)
This architecture creates an environment wherein the selection of a particular solution need not be constrained by the nature of available resources. This approach describes a mature (Neo-‐
level) technology enterprise. Tapscott described the essence of this approach in The Digital Economy, “...what counts is that software and information are portable, not so much who controls the evolution of products.”72
The college has aggressively pursued achievement of a ‘Neo’ maturity level. It is critically important to recognize that currency and agility can only be maintained through aggressive research and pursuit of emerging technologies, new processes, and methodologies. Implementation of new technologies of any kind must be achieved through an integrated systems approach that results in high-‐quality, fully integrated and well engineered solutions.
Summary of Vision
The vision, mission, CIO charge, and technology goals presented are designed to provide focus. They are also intended to maintain and enhance the overwhelming positive technology culture developed over the past nine years. A culture that embodies the principles of professionalism and educational focus, emphasizes intelligence and creativity, and leverages team work to the beneît of the college.
Hardware and software are critical elements of any technology endeavor. Ultimately though, the realization of a technology vision is most dependent upon the quality and performance of the carbonware (human resources) employed in its pursuit.
72 Don Tapscott, The Digital Economy: Promise and Peril In the Age of Networked Intelligence, (New York: McGraw-‐Hill, 1996), p. 109.
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CHAPTER 4
Technology Architecture
“As long as you’re going to be thinking anyway, think big.” -‐Donald Trump
Enablement Model
The college’s technology architecture is built on a foundation formed by seven distinct models. The îrst of these models is the technology enablement model.
Based on the belief that value is created through technology use, the enablement model provides for ubiquitous access to the best available computing resources and the creative development of applications that arrives from it. Represented in îgure 4.1 the enablement model emphasizes six principles:
•
•
•
•
•
•
Provide the technology, applications evolve from access and use
Faculty need to be served îrst, then students
Reasonable livable standards are essential to provide a balance of ^lexibility and adequate support
User self-‐sufîciency is critical as support demands will out-‐strip resources if this is not achieved
Solid support and training must be readily available and relevant to the environment
Best available tools should always be viewed as the minimum standard
Figure 4.1 depicts the relationship of the major components of the enablement model employed at Florida State College. A solid foundation of clearly understood operational requirements and client needs combined with an accurate assessment of external factors is essential to the proper functioning of this model. The strategic and tactical information technology initiatives level is the glue which binds speciîc solutions to the requirements of the organization. It is at this level that this plan serves as the organizing construct as well as the reference for college-‐wide initiatives and projects related to technology.
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Fig. 4.1: Technology Enablement Model
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Information Levels and Functions Model
The second core element of the technology architecture is the information levels and applications model depicted in îgure 4.2. Note that the back-‐end, or transaction engine, serves as the base upon which all information levels and attendant functions and applications are built. Applications are designed and implemented with speciîc characteristics based on the level and function of information being presented. Aggregate decision-‐making data, for example, is presented in highly graphical and comparative forms while the drill-‐down detail beneath the aggregate information is presented in traditional transactional style.
Fig. 4.2: Information Levels and Functions
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Comprehensive Technology Vision
The comprehensive technology vision, visual integration map, is presented in îgures 4.3A-‐C. As the third of the seven foundation models, its purpose is to provide a visual representation of the integration points in the college-‐wide application architecture. Further, this model demonstrates the portal as single-‐point-‐of-‐access philosophy employed in the architecture. In IT Savvy, Will and Ross state that driving value in IT is achieved, in part, through constant innovation on the platform and reorganization as necessary.73 A recurrence of “build a little, beneît a lot, build some more, beneît some more, and so on.” 74 This model also employs the portal as an insulating layer between the continuous change occurring at the application level and the users accessing those applications.
Fig. 4.3A: Technology Solutions Map - Current: FY2012
73 P. Weill and J. Ross, IT Savvy: What Top Executives Must Know to Go from Pain to Gain, (Boston: Harvard Business School Publishing, 2009), p. 133.
74 P. Weill and J. Ross, IT Savvy: What Top Executives Must Know to Go from Pain to Gain, (Boston: Harvard Business School Publishing, 2009), p. 115.
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Fig. 4.3B: Technology Solutions Map - Future: FY2013-FY2016
Fig. 4.3C: Technology Solutions Map - Future: 2016-2018
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Digital Content Ecosystem
Figures 4.4A-‐B represents the content ecosystem model that enables the creation, management, and distribution of high quality digital learning objects and materials. This model emphasizes the role of cloud-‐based solutions for ensuring high availability to those resources.
Fig. 4.4A: Digital Content Ecosystem: Current
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Fig. 4.4B: Digital Content Ecosystem: Future
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Fig. 4.5: Technology Solutions Provisioning Model
Next Generation Technology Solutions
The îfth foundational element of the architecture is the technology solutions provisioning model depicted in îgure 4.5. Note the basis of this architecture is the provision of shared resources and systems without regard to their physical location. It blends cloud-‐based software and platform as a service solutions and resources with college-‐hosted resources in one aggregate architecture.
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Integrated Services Architecture
Figure 4.6 presents the college’s services-‐based architecture, the sixth of the seven models. This model represents the implementation of applications, data integration, and business process management through standards-‐based services.
The college was very early to adopt a services-‐based framework based on XML and SOAP, subscription-‐based resources and utilities, and the implementation of a unifying ESB or enterprise services bus. This position made early adaption of comprehensive services oriented architecture a very natural position for the college.
Fig. 4.6: Integrated Services Architecture
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Technology Deployment Model
The seventh, and înal, model, (depicted in îgure 4.7) represents the conîguration and deployment of the next generation computing environment. Each tier represents a higher level of processing capacity and functional capability. The labels on the left of the tiers represent the target environment for the next generation workstation implementation. The labels on the right identify the functional capabilities that are added to each tier. Fig. 4.7: Technology Deployment Model (Apps/Functionality)
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CHAPTER 5
Management and Structure
“The fact is, being a leader changes everything.” -‐Jack Welch, Former CEO-‐GE
The organization structure employed in the Technology Department of the college is what Mintzberg would refer to as a professionalized bureaucracy in divisionalized form. 75 In other words, it is a fairly ^lat professionally-‐focused structure divided by major functions.
The organization of the technology team is intended to be a living breathing thing, ^lexible and adaptable to meet the ever changing requirements of a dynamic environment. “Organizations must renew as a priority to mitigate the effects of inertia and entropy.” 76 Heath and Heath point out that “The status quo feel comfortable and steady because much of the choice has been squeezed out.”77 Those who are employed in technology cannot afford the luxury of feeling comfortable and steady; agility and change are essential to success.
However, with near-‐constant organizational change it is imperative that leaders and managers continually communicate clear role deînitions. This includes the team and individual roles. “Unclear roles can create unmanageable and unruly situations. Understanding the teams’ role within an organization will help employees understand their individual roles.” 78
The chart of the organization structure (îgure 5.1) demonstrates reporting relationships and position titles within the technology organization proper (centralized, or core, technology staff only, not campus and center-‐managed staff). 75 Henry Mintzberg, The Structuring of Organizations, (New York: Prentice Hall, 1979), p. 301. 76 R. Rumelt, Good Strategy Bad Strategy: The Difference and Why It Matters, (New York: Random House, 2011), p. 203.
77 Chip Heath and Dan Heath, Switch, (New York: Broadway Books, 2010), p. 52.
78 A. Loehr and J. Kaye, Managing the Unmanageable: How to Motivate Even the Most Unruly Employee, (Pompton Plains: Career Press, 2011), p. 130.
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Fig. 5.1: Technology Department Organization Chart
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CIO’s Office
The Vice President, Technology & CIO serves, as the title implies, as the college’s chief information ofîcer. As such, the incumbent is responsible for executive leadership of all technology at the college.
Primary areas of responsibility are the creation and realization of a technology vision, the development of strategies for achieving the technology vision and completing college-‐wide initiatives, and the research and application of new and emerging technologies.
The VP/CIO is responsible for establishing a future focus, developing external relationships and partnerships, advising college leaders and the Board on technology and other issues.
As a cabinet-‐level leader, the VP/CIO is further charged with the management of initiatives, expected to serve as an agent of change, and to provide general leadership as appropriate. The VP/
CIO is minimally involved in operational supervision with such duties being the responsibility of the Associate Vice Presidents and Directors.
The CIO Ofîce also provides leadership to the digital media productions team function of the college. Digital Media Productions is part of Learning Innovations and is responsible for television production and helpdesk performance; management of the college’s TV and media productions, operations, and facilities; and support of broadcast operations for marketing and strategic communications.
Associate VP, Associate CIO & CTO Office
The Associate Vice President of Technology serves as associate chief information ofîcer and chief technology ofîcer (CTO). This ofîce provides leadership and stewardship to the functional groups contained within the division. Key activities include design of the technology architecture, advocacy for technology needs, approving standards, and the allocation of resources. It is composed of three distinct teams: Learning Innovations, Strategic Initiatives, and E-‐Systems.
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Learning Innovations
The mission of Learning Innovations is to ensure the provision of high quality learning management systems, the creation of multimedia materials, and to assist faculty in the development of skills related to courseware design and delivery. Through its courseware support function, Learning Innovations strives to ensure the availability and quality of the online learning environment. Roles and responsibilities of Learning Innovations include:
•
•
•
•
•
•
•
•
•
•
•
•
Researching academic technology and software for adaption and implementation at the college
Providing consulting for technology-‐enhanced instruction college-‐wide
Fostering and supporting innovation in all areas related to academic technology
Reviewing project requirements and recommending solutions
Brokering resources to assist in project completion
Assisting with traditional online and hybrid course/instructional design and development
Managing production/preparation of ancillary materials and learning objects
Conducting survey research on all matter of subjects
Providing one-‐on-‐one assistance with online courses and learning systems for faculty
Developing training programs related to LMS and instructional design
Improving the delivery of content through online platforms
Developing communities and enhancing communications on academic and technology matters
Strategic Initiatives
The IT strategic initiatives team is responsible for providing a pathway to success. By performing basic research, the team creates and provides foundational input on technology and educational trends, states, and crossroads. Once a strategic opportunity is identiîed and deemed worthy of additional exploration, typically by the CIO or CTO, the team completes a înancial forecast or assessment. Using a Decision Packet (DP) format grounded in the Capital Asset Pricing Model (CAPM), costs, savings, and revenue for a îve-‐year life cycle determine the preliminary direction. If a project is launched, the team performs traditional project management functions such as entering it into the project registry, tracking it against the project plan, pushing for timely completion of phases, and facilitating project transferal to a maintenance support group. Another duty for the team is to streamline and coordinate the creation and implementation of Product Lifecycle Management (PLM) for all technology items such as, but not limited to iPads, laptops, and system units (desktops). The strategic initiatives team also avails itself to assist with any other project aspect that leads to fruition such as partaking in negotiations, providing internal Chapter 5: Management and Structure
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business consulting, and applying best practices typically from lean and six sigma. The IT strategic initiatives team’s overall objective is to promote the right technology in the right place at the right time.
E-Systems Technology
E-‐Systems Technology is responsible for advanced web and portal development and enterprise systems integration in the support of college goals and initiatives. Development focuses on services enablement with a web interface serving as the primary front-‐end. This framework supports the development and integration of secure web services (using encryption and/or authentication) for remote application execution and data retrieval. This methodology allows for the deployment of rich applications to a variety of interfaces and devices with consumers running web browsers, etc. Application classes have been developed to integrate with the enterprise systems. The services architecture allows seamless integration into other system environments and applications; including integration with Mac OS X and Windows, courseware/e-‐learning systems, and iTunes U. Additionally, the web services model allows integration with external applications and the college’s web reporting systems.
The ARTEMIS/Connections web portal provides single point of entry for all transactions including schedule search, transcripts, registration, payment (including check and credit card), înancial aid, grade reporting-‐input and viewing, instructor and personal schedules, grading performance and distribution analysis, class rosters, paid vs. unpaid enrollment, program of study evaluation, degree audit proîle maintenance and personal information update, open class search, online college catalog, mileage reimbursement, IRS 1098T reporting, web reports, etc. By basing this development on services enabled development allow for applications to be accessible nearly any device type.
E-‐Systems includes two groups: Development and Integration and Interface Design.
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Development and Integration Group
The Development and Integration group is responsible for the design, coding, testing, and implementation of all college-‐wide portal-‐related systems and the provision of high-‐level programming support for all areas of the technology organization. This team provides advanced language scripting in support of various projects as well as systems integration, portal development, and system maintenance.
Speciîc responsibilities of the Development and Enterprise Integration group include:
•
•
•
College student and employee portal development and support (ARTEMIS/Connections)
Web application development and support
Systems integration for systems as assigned Interface Design Group
The Interface Design group is responsible for the design, development and implementation of systems interfaces and provides advanced authoring of multimedia content as needed.
Responsibilities include, but are not limited to:
•
•
•
Design and creation of rich client interfaces
Evaluation of development tools
Support to Development Integration group
Associate VP, College Data Reporting Office
The mission of the college data reporting team is to ensure accurate, timely, and dependable information is available for organizational planning and decision making; to ensure accurate and timely adherence to all reporting requirements, particularly state reporting.
Speciîc roles and responsibilities include:
•
•
•
•
•
Interpretation of and compliance with reporting requirements
Quality assurance of data reporting accuracy and timeliness
Facilitation of systematic delivery of web and decision-‐support data
Development, communication, and training relative to data accuracy, reporting processes, and systems
Serving as the single authoritative source for all FTE and state reporting data
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Associate VP, Enterprise Applications Office
The Associate Vice President, Enterprise Applications Division provides management and supervision of the functional areas as deîned within the information technology organization structure. Enterprise Applications includes three functional areas: Application Systems; Data Management, and Operations. Additionally, the AVP, Enterprise Applications is responsible for the operation of the college’s enterprise computing environments. The AVP, Enterprise Applications is also responsible for research and development of new technologies and implementation strategies related to enterprise technology solutions.
Applications Systems
The enterprise applications group is responsible for providing programming services, maintenance, and support for the college-‐wide enterprise systems. The college’s ERP, ORION, provides a broad range of functions including:
•
Credit & Collections
•
Student
•
Payroll
•
Facilities
•
Human Resources
•
Grade Reporting
•
Financial Aid •
Scheduling
•
Accounts Payable
•
Academic History
•
Purchasing
•
Inventory
•
Finance
•
Instructor Resource Management
•
Budget
•
Registration
ORION is written in the Natural programming language and runs on Software AG’s Adabas database and currently includes administrative modules as well as students. A staff of programmers and analysts is constantly updating and improving ORION. The next generation of this system, ORION 3, will be a replacement for the current student portion of the system. The administrative modules such as human resources and înance are scheduled for replacement with cloud-‐based solutions that will then be integrated with ORION 3. The result will be a digital business architecture-‐based system that is web-‐enabled and capable of supporting advanced business logic and processes not currently supported.
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The Director-‐IS, Applications has primary responsibility for supporting the ORION systems, ensuring availability and functionality consistent with priorities established through the IT Governance process.
The following are typical roles and responsibilities of the applications group:
•
•
•
•
•
•
•
•
•
•
Upgrade, enhance, maintain, and support the ORION systems
Develop web services for services-‐based deployment
Supervise transaction tracking and logging
Prepare computer related reports and self-‐service modules
Support college user groups
Research and schedule enterprise team training
Supervise and ensure data integrity and security
Maintain enterprise systems security
Facilitate the IT governance process
Assist with migration transition to cloud-‐based solutions
Data Management Team
The Data Management group is responsible for the design, speciîcation, development, and integrity of all databases. The team manages the database environment for all technology systems and ensures proper integration among all databases.
Speciîc responsibilities include, but are not limited to:
•
•
•
•
•
•
•
Database design
Database administration
Database backup and recovery
Data integrity
Data management standards
System tuning
Analysis of utilization and performance
Operations
Ensuring continued support of daily operational activities in relation to college enterprise information systems and operations of the college data center.
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AVP, Computing Infrastructure, Security, Compliance & CISO Office
Technology Operations
The AVP, Computing Infrastructure, Security, Compliance & Chief Information Security Ofîcer provides the day-‐to-‐day management of the college’s computing and telecommunications infrastructure. The AVP is responsible for working with auditing agencies and legal authorities on IT related issues.
The team consists of three groups, Centralized Client Support, College-‐Wide Network Design Support and Telecommunications, and College-‐wide Windows and Apple Server Administration, with operations issues as needed.
Centralized Client Support
While the majority of the campus technical support function is managed by campuses, a prototype of a centralized model is currently operational at Kent campus and the college’s administrative ofîces. IT sets the Policies and Procedures as well as the standards and expectations by which the campus technical support are to follow. Client Support Duties include but are not exclusive of:
•
•
•
•
The provision of top level (tier 3) technical assistance for data/voice/video networking issues, to call center (tier 1) and campus (tier 2) technical support
Coordination of campus-‐based computing services and support
End-‐user customer support
Standardization of Operating Systems, Applications, and conîgurations across the desktop and laptop computer inventory
College-wide Network Design, Support, and Telecommunications
The Network Design, Support, and Telecommunications group is responsible for installing, conîguring, and maintaining the network and the communications systems of the college. This team provides research and evaluation of new technology for possible integration into the existing technology infrastructure. Chapter 5: Management and Structure
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Responsibilities of the Network Design, Support, and Telecommunications group include:
•
•
•
•
•
•
•
The research and evaluation of new technology for possible value and integration into our existing data/voice/video networking infrastructure
The design, implementation, and maintenance of essential college-‐wide network and communication systems
Administer college-‐wide standard for security cameras
Administer college-‐wide standard for door security system
Maintain telecommunications structure essential to business continuity and disaster recovery
Provide construction standards for data cabling, security cameras, door access security, smart classrooms, network and telecommunications design
Implementation of technology migration, transitions, and refreshment
College-wide Windows and Apple Server Administration
The College-‐wide Windows and Apple Server Administration is responsible for installing, conîguring, and maintaining centralized applications and data servers, and domain servers. This team provides research and evaluation of new technology for possible integration into the existing technology. This team designs, implements and maintains essential college-‐wide computing platforms and services for staff, faculty and students including direct management of the campus-‐
based computing, and server environment. Responsibilities of the Network Design, Support, and Telecommunications group include:
•
•
•
•
•
•
•
The research and evaluation of new technology for possible value and integration into our existing Windows and Apple OSX server infrastructure
The design, implementation, and maintenance of essential college-‐wide Windows and Apple OSX server platforms and services at the Network Operations Center and at the individual campuses and centers
Provide physical computing resources (enterprise and application servers, operating systems storage, and peripherals)
Responsible for maintaining the domain structure necessary to support business continuity and disaster recovery
Provide physical and virtual server environments for college applications
Provide centralized “gold” image standards for desktop computers
Implementation of technology migration, transitions, and refreshment
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Technology Administration
The Director of Technology Administration provides management and supervision over business operations of the technology department and college-‐wide technology services. Primary areas of responsibility include planning and coordination of the technology budget, maintaining îscal control, ensuring compliance with college business practices, and maintaining audit records.
The Technology Administration team is responsible for providing accurate, timely, and dependable services in support of technology leadership and related business functions, which include: human resources, payroll, professional development, contract management, vendor relationships, purchasing, billing, receiving, inventory, device management, facilities projects, and telecommunications. Software licensing and computer lifecycle management are key responsibilities of the technology administration team that require close coordination with stakeholders college-‐wide.
Additionally, the Technology Administration team, in close partnership with the strategic initiatives team, is responsible for the daily operations of executive leadership programs and technical training offered through the college's Technology Leadership Academy and Apple Authorized Training Center. These programs require coordination of all aspects of the business plan as well as communication with a broad customer base ranging from highest-‐level executives to new students.
Management and Structure Summary
The management and structure of the technology department is designed to ensure the necessary human capital and role deînitions are in place to provide effective and efîcient operation of the college’s technology environment as well as enabling innovation and value creation through technology to improve the college’s performance, service, and value to its community. The technology department views human resources differently from most organizations. In the pursuit of the highly-‐prized intellectual horsepower necessary to early adoption and creative systems development, technology leaders are constantly scouting new talent; meeting what Taylor and LaBarre termed the ‘acid test’ of being serious about discovering and attracting the best talent, “...searching for talent independent of current openings or Chapter 5: Management and Structure
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immediate plans...ahead of need.”79 When we înd really smart people, we îgure out how to hire them. Additionally, the management and structure is based on eight core principles designed to ensure a leadership position in technology and retention of high-‐quality technology professionals.
These principles include:
•
•
•
•
•
•
•
•
Excellence in leadership: inspire, innovate, create value
Intellectual horsepower: intelligence as the primary attribute of staff
Average simply is not good enough: a vacancy is more valuable than an average employee
High expectations for all: high expectations represent the highest degree of respect for professionals
Initiative and creativity are valued: risk tolerant, go big or go home environment
Leaders create the environment where talent ^lourishes and success is realized: hire smart, creative people, charge them with big responsibilities, support as needed -‐ let them amaze us all
Right size: smaller, ^latter, and better, not bigger
Agility: ^lexibility, problem solving, judgement, creativity, and skill acquisition are critical to success
In Switch, Heath and Heath note that “People are incredibly sensitive to the environment and the culture -‐ to the norms and expectations of the communities they are in.” 80 Acknowledging this importance of culture, management, and structure of the Technology Team is intended to produce a culture of high intellect, success, and extremely high expectations for all.
This structure is designed to ensure quality leadership, effective and efîcient management and supervision, and responsible stewardship of the college’s technology staff and resources. It is, therefore, re^lective of the priorities, missions, and challenges present at any point in time. Reorganization, restructuring, and re-‐assignment are part of the nature of an agile organization in a dynamic environment. This structure is altered as necessary to ensure the organization is appropriately staffed and responsive to the then current needs of the department and the college.
79 William C. Taylor and Polly G. LaBarre, Mavericks at Work, (New York: Harper Collins, 2006), p. 211. 80 Chip Heath and Dan Heath, Switch, (New York: Broadway Books, 2010), p. 206.
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CHAPTER 6
Strategic Technology Initiatives
“...we are actively looking for new cliffs to jump off...” -‐Albrecht of HBO
The college’s Strategic Technology Plan will be operationalized through the completion of îve strategic technology initiatives. Each of these initiatives has been presented to the Board of Trustees on multiple occasions with regular status reports made to the Board, College President, and Chief Academic Ofîcer.
The îve strategic technology initiatives are:
•
•
•
•
•
Next Generation Technology Environment
Global Learning Technologies
Student Portal
SIRIUS
ORION
Next Generation Technology Environment
The college’s Next Generation Technology Environment initiative engages the college community via various forums, the most prominent one being the college-‐wide technology committee. Updates and advances are communicated through signiîcant new emerging technology announcements that address the key elements of this comprehensive initiative:
•
•
•
•
Sustainable refresh project (keeping technology new)
Maintenance and upgrade of the Oracle/Sun enterprise server environment
Server consolidation
Storage consolidation, stratiîcation, and virtualization
The technology environment was accumulated on an as needed basis without much consideration for Product Lifecycle Management (PLM). Despite the continual changes and evolution of technology that will persist, the college is systematizing technology device acquisition and disposition with the goals of having the right equipment in the right amounts at the right time while safeguarding sensitive information and being proper stewards of the physical environment. For acquisitions, technology speciîcations are reviewed and posted to make sure that only future ready devices are acquired. Due to the number of devices at the college, the recommended Chapter 6: Strategic Technology Initiatives
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way to refresh aging equipment is through an annual budget allotment. For dispositions, the recommended way to achieve the stated goals is through an approved recycler who can certify the destruction of the devices and proper disposal/recycling of materials from the devices.
Instructional
Non-Instructional
4500
3978
4000
3500
3000
2500
2500
2000
1500
1000
500
0
800
500
150
Tablets
(All - predominantly
Apple iPads)
706
307
300
Laptops (All)
System Units
(Traditional Windows
Devices)
All-in-ones
(Apple iMacs only)
200
23
System Units
Workstations
(Apple Mac Pro only)
Fig. 6.1A: Device Distribution 2012
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Instructional
Non-Instructional
6000
4500
4000
3500
3000
2500
2000
1500
1426
860
1000
550
500
0
300
150
Tablets
Apple iPads)
Laptops
(All)
200
150
0
System Units
Devices)
All-in-ones
(Apple iMacs only)
24
System Units
Workstations
Fig. 6.1B: Device Distribution 2017 (Forecast)
Global Learning Technologies
After remaining dormant for most of the existence of higher education, Global Learning Technologies are emerging fast, changing just as fast, and frequently with little time to adequately assess efîcacy. Some Global Learning Technologies that are ^lexing muscles and showing marketplace resilience are: •
•
•
Mobile devices
The virtualization of the technology environment Online course components
The mobile device landscape is expected to change dramatically in the next îve years. They continue to proliferate and expand their sphere of in^luence. More students and employees will prefer or even demand to use their own favorite mobile devices. This challenges the college with providing an equivalent experience on ones personal devices, particularly mobile devices, as well as on any college equipment. Chapter 6: Strategic Technology Initiatives
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The fulcrum that provides the leverage for success is for the college to continue to develop its offerings on a device agnostic platform that embraces the technology that students use, prefer, and may eventually demand. Providing accessibility and interaction through mobile devices really is not an option, but a requirement and crafting a superlative experience is a game changing differentiator. Table 6.1: Configuration
Tablets iPad
(iOS)
Laptops
(OS X)
Laptops
(Windows)
Traditional
Devices
(Windows)
All-in-one
(OS X)
Workstation
(Mac Pro)
(OS X)
Applications
Web Browser
◉
◉
◉
◉
◉
◉
Application
Virtualization (Citrix)
◉
◉
◉
◉
◉
◉
◉
◉
◉
◉
◉
◎
◎
◎
◎
◎
◎
◎
◎
Local
AutoCad
◎
Final Cut Pro
X
iLife
◎
◉
◉
◉
iWork
◎
◉
◉
◉
◉
◉
◉
◉
◉
◉
◉
◉
◉
◉
◉
Storage
Remote
Portable USB
Local
◎
◉
◉
◉
◉
◉
Remote
◉
◉
◉
◉
◉
◉
◎
◉
◎
◎
◉
◉
Printing
Content Ecosystem
Creation &
Presentation of Content
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Tablets iPad
(iOS)
Laptops
(OS X)
Laptops
(Windows)
Traditional
Devices
(Windows)
All-in-one
(OS X)
Workstation
(Mac Pro)
(OS X)
Personalized
Interactive Content
◉
◉
◎
◎
◉
◉
Image Capture
◉
◉
◉
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◎
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◎
◎
◎
◎
◎
3
5
4
5
5
5
Rendering
Advanced Media
Composition
Life Cycle (Years)
◉: Fulfilled
◎ Capable but not included in native operating system
Tablets
Apple iPads)
Laptops
(All)
System Units
Devices)
All-in-ones
(Apple iMacs only)
System Units
Workstations
3% 10%
6%
31%
50%
Fig. 6.2A: Device Distribution 2012
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Tablets
Apple iPads)
Laptops
(All)
System Units
Devices)
2%
All-in-ones
(Apple iMacs only)
System Units
Workstations
17%
7%
2%
72%
Fig. 6.2B: Device Distribution 2017 (Forecast)
The virtualization of the technology environment has two primary components, application virtualization and platform virtualization. The analysis found that application virtualization has advantages over platform virtualization including a simpliîed device agnostic environment, reduced cost, and a superior experience. To optimize these advantages, the college will continue its shift away from commodity PCs running Windows to a hybrid environment based on a mix of Apple iMacs, thin clients, and tablets. One major investigation in this realm is a Cloud LMS aimed at enhancing the learning management system experience and providing the faculty and students with a high quality, comprehensive courseware system. The derived beneîts for the college community include better support, continual maintenance, regularly available training, improved student experience, state of the art content management (backup, disaster recovery, redundancy, and security), and solid integration with other college systems.
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With all devices delivering a consistent and superlative experience and the beneîts from application virtualization, the scene is set to impact learning. This is accomplished by offering courses with varying degrees and types of online content and components that better meets the needs of each student. Traditional
Traditional+
Hybrid
Distance Learning
12000
Number of Classes
10000
8000
6000
4000
2000
0
2006
2007
2008
2009
2010
2011
Fig. 6.3A: Class Type - Online Component
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Traditional
Traditional+
Hybrid
Distance Learning
12000
Number of Classes
10000
8000
6000
4000
2000
0
2012
2013
2014
2015
2016
2017
Fig. 6.3B: Class Type - Online Component (Forecast)
Traditional
Traditional+
Hybrid
Distance Learning
180000
160000
140000
Enrollment
120000
100000
80000
60000
40000
20000
0
2006
2007
2008
2009
2010
2011
Fig. 6.3C: Enrollment by Class Type - Online Component
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Traditional
Traditional+
Hybrid
Distance Learning
180000
160000
140000
Enrollment
120000
100000
80000
60000
40000
20000
0
2012
2013
2014
2015
2016
2017
Fig. 6.3D: Enrollment by Class Type - Online Component (Forecast)
Not only can these course options occur in places and at times that beneîts the student, but also the technology provides a dynamic and collaborative exchange. This initiative is partially reactive in order to meet increasing online student enrollment while also being proactive by providing and delivering a variety of academic options that are meant to spur student achievement.
Student Portal
A student’s online experience, particularly for digital natives, signiîcantly affects their motivation, level of engagement, and overall success. The objectives for the next generation student portal initiative are increased student services capabilities, efîcient self-‐service, enhanced communication, and messaging to empower the student. By elevating the customer experience to what students expect, student satisfaction and retention is expected to increase. The project started in February 2012 and a pilot release is planned for Fall Term 2012. The înal iteration is scheduled for 2013. This initiative includes: Chapter 6: Strategic Technology Initiatives
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•
•
•
•
Installation, conîguration, and support of the SharePoint 2010 platform
Student proîle integration with the ID management system
Migration of existing student portal functionality
Redesign and enhancement of student portal modules
-‐ Financial Aid
-‐ Increase module visibility and provide enhanced, targeted messaging to better inform students of Financial Aid status
-‐ Program of study
-‐ Improve visibility and messaging regarding factors effected by POS modiîcation
-‐ Provide percentage completion status and information leading to degree completion
-‐ Degree planner
-‐ Redesign interface and ERP services to provide more concise information to students
-‐ Integrate with registration modules via the shopping cart feature to aid in completion of degree requirements
For a comprehensive list of functions, see Chapter 10: Environment for a features matrix.
In order to achieve the goals of the Student Portal initiative, the development team meets regularly with the stakeholders. The Financial Aid Department, the Finance Department, the Marketing, Communications, and Student Success Departments, and students review the project and provide insight to reîne the product. SIRIUS
SIRIUS is a part of the strategic technology initiative because the distribution of digital content underwent and continues to undergo phenomenal changes. Conceivably any program could be left in the dust if it is unable to provide the most current digital materials or meet the expectations of digital natives, especially if they can înd it elsewhere. In order to remain competitive and be an educational leader, the college needs to be vigilant of emerging formats, different distribution platforms, changing methodologies, shifting business processes, and the murky legal aspects while monitoring, navigating, and developing the digital distribution horizon. The sleepy, but once highly proîtable textbook industry is ready to be fundamentally changed forever through outliers like SIRIUS.
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ORION
Due to the college’s emphasis on developing technologies for instructional and student experience, the administrative modules of the ORION system have become antiquated, and require modernization or replacement. The initiative’s scope enhances the critical transactional interface elements in ORION. This provides a much improved and efîcient client interface that will raise productivity, enhance customer service, and increase accessibility.
The analysis to completely web-‐enable the ORION system, using the process driven approach to legacy modernization, is in progress. The approach being applied is to redeîne the systems through process analysis and review with the assistance of Business Process Management (BPM) tools. Software AG’s webMethods Integration Server and Microsoft’s Biztalk server 2010 are software tools enabling this complex graphical depiction of processes that links the task in the process to applications in the runtime environment. This approach provides the capability to graphically manage and monitor processes that bare being implemented to achieve this initiative.
Historically, rip and replace initiatives of ERP systems resulted in missed deadlines, were over budget, behind technologically, and failed to provide the productivity promised. To avoid these risks a modular approach to the modernization is planned with a best of breed focus. The ORION modules in need of modernization to meet managerial and statute timelines are Payroll, Human Resources, Finance, Purchasing, and Financial Aid.
The strategic initiatives weave a program for improved service to the educational and operational sides of the college. In some cases the technology facilitates established processes and in other cases it trail blazes new pathways. The objectives remain virtuous by striving to provide the right product, the right way, at the right time, at the right cost, and for the most good.
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CHAPTER 7
College-wide Initiatives Related to Technology
“Be a yardstick of quality. Some people aren’t used to an environment where excellence is expected.” -‐Steve Jobs
Goal One: Prepare Students for Distinctive Success in the Global Information Age
Smart Classroom Renewal
Description
The college has continued to support its students and faculty by providing Smart Classroom technologies throughout most of its instructional spaces. The world is rapidly changing from and analog to digital audio visual equipment. Much of the new media requires digital equipment to be played and is often copy protected and restricts playback through analog devices. In order to keep up with the changes we are prototyping a new Smart Classroom standard for the college.
Benefit
Slowly replacing old smart classrooms and building new ones around digital audio visual equipment which, will allow the emergency media types to properly be shown in the classroom. Cloud LMS
Description
The major initiative is the Cloud LMS platform, which is aimed at enhancing the current learning management system and providing faculty and students with a high quality comprehensive courseware system. Benefit
The beneîts for the college derived from having a Cloud LMS include: (1) support, (2) maintenance, (3) training, (4) high quality student experience, (5) content management, backup/
disaster redundancy and security, and (6) integration of ARTEMIS and other systems to a single learning management system. Chapter 7: College-wide Initiatives Related to Technology
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Digital Content Distribution System
Description
iTunes U, with the advancement of this tool, is now able to create, upload, and deliver interactive content through the iTunes platform. At present, we are investigating its uses within our environment.
Benefit
This platform has potential for video, digital books, and a learning management system. Rich media can be accessible (via mobile and desktop) to students and faculty through a familiar interface and a stable platform.
Goal Two: Optimize Access to and Participation in College Programs
Goal Three: Elevate “Customer Service” to a Level Unsurpassed in Higher Education
Connections Student Portal Conversion
Description
The second iteration of the College's student portal system, Connections was released in May 2007. As a critical component of improving self-‐service to our student population, an update and conversion of the student portal system to the SharePoint 2010 platform was initiated in February 2012 for pilot release in Fall Term 2012.
Benefit
Since the release of Connections, the College's services have expanded since the release and advancements in portal frameworks now offer greater functionality and service. The objective of this initiative is to improve the interface, quality, and service of the student portal system. Through enhancements to the current functionality offered in Connections, and leveraging the built-‐in functionality of the SharePoint platform, an improved student experience will be offered to the student population in the new portal system. Chapter 7: College-wide Initiatives Related to Technology
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Continuing Education Student System
Description
In effort to better serve our continuing education student population, a separate 'short' web registration and application system was developed in late 2011 and released in February 2012. With new branding and course listings for only continuing education students, this new system is targeted speciîcally to provide an improved experience to the College's current and future non-‐
degree seeking students.
Benefit
The new system allows these non-‐degree seeking students to complete a newly-‐developed 'short' application process for non-‐credit courses, allowing them to immediately register and pay for their selected classes. The goal of this newly implemented process is to improve the ease and speed of the application and registration process for non-‐credit courses, increasing enrollment and student satisfaction.
Goal Four: Respond Quickly and Effectively to the Human Resource Needs of
Employers
Goal Five: Enhance Institutional Performance and Accountability
Keeping Technology New
Description
Due to signiîcant îscal constraints over the past few years, the college had to suspend its scheduled technology refresh program. As a result, the age of the inventory reached a level where replacement was critical to ensure a positive student computing experience. The cyclical acquisition of new workstations creates the opportunity for the college to resynchronize to a reasonable and sustainable refresh cycle. Benefit
The beneît to the college is a positive student computing experience in line with the standards of excellence we strive to uphold in all aspects of teaching and learning at the college.
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Next Generation Faculty Computing
Description
We are currently deploying the fourth full refresh cycle of the Faculty Computing Initiative (now beginning its îfteenth year). The current implementation includes a focus on mobility as well as adoption of the Mac. This provides for the greatest ^lexibility, best overall performance, broadest selection of tools, and best lifecycle. Providing Apple hardware along with the integrated suite of software puts more resources at faculty's îngertips, enabling them to conduct explorations essential to learning. The intuitive Mac interface ensures professors are not lost in the process of making the technology work and are therefore able to focus more on the delivery of the subject at hand. Benefit
The beneît to the college is a positive faculty computing experience in line with the standards of excellence we strive to uphold in all aspects of teaching and learning at the college.
Mobile Computing
Description
The college is in a great position in that is embraces open computing standards and adoption of most of the devices its customers want. The newest wave of tablet and phone based computing has created exciting new possibilities while also providing challenges in providing enterprise class services to these devices. New management products will be needed to provide application and proîle deployment and updates to these customer devices.
Benefit
Adopting these mobile computing devices and management tools will allow the college to provide easy, cutting edge services to our customers.
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Telepresence
Description
The college has a strong telecommunications network architecture that can support any of today’s expected technologies. It has a robust video conferencing and telepresence architecture in place that can easily be expanded by adding additional video endpoints. The endpoints can be high deînition conference rooms as well as personal high deînition conference units. Benefit
Adding additional endpoint, personal or conference room based, will continue to reduce travel costs and add to employee efîciency. Employees no longer need to drive between campuses or to other organizations for face-‐to-‐face meetings, if those locations also have conferencing capabilities.
Infrastructure Enhancement
Description
The college has a strong telecommunications network architecture that can support any of today’s expected technologies. As equipment ages and the campuses continue to grow in size and in the number of devices that connect to the network, equipment needs to be replaced and augmented. New technologies will continue to come out that put more demand on our networks and require new design strategies.
Benefit
As the college continues to keep up with replacing aging network equipment and expanding the current structure to meet new needs, it will continue to enjoy the speed and reliability of its network and continue to see new technologies and features delivered.
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Office 365
Description
The college has a very robust email and calendaring system. It continues to search for better and more efîcient ways of providing these services. Microsoft is currently in a position to offer a hosted model for the system he have in place, and offer all of the same features we enjoy now. We are planning to move to this hosted model as well as migrate our students from the hosted live.edu environment to the ofîce 365 environment.
Benefit
Moving to this hosted model will allow Microsoft to handle:
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•
the growing storage needs email demands
disaster recovery and business continuity needs
email archiving
tight integration with its other hosted services
Data Storage Enhancement
Description
The college has a signiîcant investment in data storage. While this storage was sufîcient for many years, the amount of data retained by the college continues to increase. At the same time the hard drives on which the data is stored continue to age and eventually need to be replaced. We must keep up with our current storage as well as predict its growth for its useful life. This includes working data storage and storage for backups.
Benefit
Continual investment in the Storage Area Network (SAN) will provide reliability, stability, new features, and options as well as keep up with the continual growth of the college’s stored data.
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Business Continuity and Disaster Recovery Planning
Description
While the college has a signiîcant investment in its Business Continuity and Disaster Recovery Plans, its server and storage equipment continues to age. At the same time, new requirements are continually added to the environment. To keep the identiîed minimum services running during a disaster, the college needs to continue to invest in maintaining and expanding its servers and storage at its Disaster Recovery (DR) site.
Benefit
Keeping the DR site up to date will keep the DR plan viable.
Digital Imaging & Workflow System
Description
Digital imaging and work^low provides for electronic management of documents associated with operational and administrative processes. Users can efîciently store and access documents in an electronic searchable format. The system also permits processing documents through work^lows and decision processes for greater accountability and management. Benefit
The addition to E-‐Forms allows for the automation of paper document processes that currently exist throughout the college. The electronic forms provide efîcient processing of digital forms, increased security, and electronic backup of process documentation.
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Cloud ORION (Includes Cloud HR, Cloud PR, Cloud Finance, Cloud Purchasing, Time and
Attendance, ORION 3 Student, and Cloud Financial Aid)
Description
The college administrative system (ORION) composed of business modules for routines operations has become antiquated and requires replacement or modernization. The rise of cloud based application providers that allow for signiîcant increases in security and disaster recovery provide for the replacement of the administrative ORION modules.
Replacement options include Software as a Service (SaaS), Platform as a Service (PaaS), legacy modernization, or a hybrid approach using combinations of the aforementioned options. The replacement will require management of critical integrations between the above modules and the student information system (SIS), credit and collections, and facilities management system.
Benefit
Replacement of the following modules providing increases to productivity and efîciency are critical to the college mission, values, and goals.
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•
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•
Payroll (payroll functions and time and attendance)
Human Resources (human capital management, beneîts, and instructor resource management)
Financial management
Purchasing
Financial Aid
ARTEMIS Collaborative Suite
Description
In 2011, the ARTEMIS Employee Portal was converted to run on the SharePoint 2010 platform. While the initial phase of the conversion was to migrate the existing portal functionality, the SharePoint 2010 platform would be used as the basis of the second phase of development: team-‐
based sites for collaboration and information sharing.
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Benefit
Leveraging the built-‐in features of the SharePoint 2010, including document libraries, discussion boards, user proîles and audiences, existing team sites can be converted from static web sites to dynamic, online user communities. By extending the built-‐in features for content management, the user groups will now be able to immediately manage their content inside the portal, rather than rely on a third-‐party to do so.
Kaltura
Description
Kaltura is a digital media repository used to deliver video content. The platform integrates with Blackboard, SharePoint, and Media Space. This platform was chosen for its feature rich environment and ease of use. Kaltura's planned release is in three stages: (1) Blackboard plugin will be available, (2) Media Space, and (3) SharePoint plugin.
Benefit
This allows faculty and staff to upload, capture, and deliver content on various devices throughout the college. Kaltura also provides ability to stream in real-‐time at an adaptive rate. Chapter 7: College-wide Initiatives Related to Technology
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KPI
Description
The purpose of this initiative is to create measures in support of the College’s identiîed Key Performance Indicators (KPIs). The current list of KPIs includes:
1. Student outcomes
a. Remediation survival
b. First year survival
c. Certiîcate completion
d. Associate degree completion
e. Bachelor’s degree completion
f. Achievement of learning outcomes
g. Graduates continuing education
h. Graduates employed
2. Enrollment
3. Net operational revenue
4. Net non-‐governmental enterprise group revenue
5. Constituent satisfaction
a. Student satisfaction
b. Employer satisfaction
c. Employee satisfaction
Benefit
The measures will support the college-‐wide initiative of planning and performance measurement at the college, including institutional effectiveness goals.
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Business Intelligence
Description
The purpose of this initiative is to create a comprehensive, ^lexible, adaptive, and user-‐friendly business intelligence environment for the college community. This environment will greatly enhance the users’ familiarity with the data they own, decrease the user dependency on the IT staff for reporting, increase the ability of the user to verify and validate the ORION data, and provide college administration with rich, cognitive, enrollment management tools.
Benefit
The business intelligence environment lends to every aspect of state, federal, and local reporting, including support of the SACSCOC, QEP, and other institutional initiatives. Further, it provides a single source of truth for the college and helps to eliminate multiple, divergent processes and results.
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CHAPTER 8
Security, Business Continuity, and Disaster Recovery
“How much pain have cost us the evils that never happened.” –Thomas Jefferson
Security is, and has always been, a necessary responsibility within the college computing environment. The world in which we live and work is now based in computing environments with sensitive virtual data. There is a heightened vulnerability for a system to be compromised and sensitive data to be unsecured with the increase of information being stored and transmitted virtually. As a public agency and business institution, the college must ensure the privacy and security of its users (students, faculty, and staff) and the data thus associated with those users and business practices. Protecting the integrity of the college's data and computing systems is an inalienable responsibility of the college.
User side security is an essential part of any security infrastructure or policy. Users have a tendency to drift into a ‘comfort zone’ while using technology and unknowingly let their guard down. The user is usually the most vulnerable access point for a security breach. We know that “...many frontline workers are forced to hack around (what they perceive) ridiculous restrictions imposed by their IT departments.”81 Such hacks include; high-‐risk user behavior involving user IDs and passwords in the form of a user giving their information to co-‐workers, writing it on a piece of paper, and/or sharing in e-‐mail or on the phone. Constant communication and awareness notices are essential, however security needs to seem like the right thing to users. Hill cautions “...over reliance on rational messaging won’t achieve persuasion,” it is whether the “value equation feels right.” 82
Strong password policies are essential and enforced to protect the college’s systems and user data. Policies specify the length and types of characters, and required to meet complex criteria. It is difîcult to get these requirements to ‘feel right’ to users since they are usually more stringent than those their înancial institutions.
81 Bill Jensen and Josh Klein, Hacking Work, (New York, NY: Penguin Group, 2010), p. 72.
82 D. Hill and S. Simon, Emotionomics: Leveraging Emotions for Business Success, (London: Adams Business & Professional, 2007), p. 135.
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Staff passwords must be changed every 60 days, are not reusable for two years, must contain at least six characters, not contain any resemblance to the user’s name or account ID, and as a minimum meet at least three of the following standards:
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Contain at least one uppercase character
Contain at least one lowercase character
Contain at least one numeric digit
Contain at least one non-‐alphabetic character (such as #,*, &, %, @)
Once any person, staff, student, or guest, is logged in to a computer or application that that resource be guarded until it is locked or logged out. Leaving an unlocked computer or application unattended, provides opportunities for others to perform undesired views or changes under the logged in user’s ID.
The Technology Department will follow industry best practices to guard systems and date applications against breaches in security or loss of data or services.
During periods of disasters or systems failures, the Technology Department has created processes to provide disaster recovery and business continuity to identiîed systems.
The IT Business Continuity Plan Introduction
The IT Business Continuity Plan (BCP) was developed to document the guidelines, support, and resources for employment should a disaster impact the college. The BCP is activated when an emergency beyond the scope of standard operating procedures occurs. The BCP is designed to reduce confusion created during a disaster, and provides a framework for recovery and restoration of critical systems, voice/data communications, business processes, and facilities.
The BCP will be tested periodically and will be modiîed regularly based upon test results, as well as changes to hardware, software, applications, procedures, personnel, and the organization structure. The BCP documents are saved electronically, backed up and stored off-‐site, and made available in printed and electronic form to authorized individuals.
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Business Continuity Plan (BCP) Development and Implementation
Risk Assessment and Reduction: The îrst step in the planning process identiîed the areas of highest exposure to the organization. The most probable threats and vulnerabilities of the organization were identiîed and analyzed. This process also included evaluating existing physical and environmental security and controls, and assessing their adequacy relative to the potential threats to the organization. Although the exact nature of potential disasters or their resulting consequences are difîcult to determine, the risk assessment identiîed various threats that can realistically occur. This process has addressed issues to minimize or eliminate exposures that have the possibility of creating a disruption or interfering with the recovery.
Business Impact Analysis: All business units were involved in developing the business impact analysis and identiîed the critical business processes; they determined the impact of not performing the processes beyond the maximum acceptable outage. The critical and essential business processes and their related software applications were identiîed throughout the college. Based on the analysis, the related infrastructure requirements were identiîed and prioritized.
Recovery Strategies: This phase of the process focused on identifying cost-‐effective recovery strategies for critical resources. Important aspects of BCP were to determine recovery strategies and develop written agreements related to the most feasible alternative(s). Numerous unpredictable and often unpreventable hazards can endanger the organization. Because of these threats, recovery alternatives for critical equipment, processes, and facilities were evaluated. The results of the business impact analysis and risk assessment process were used to determine the most cost effective recovery strategies for each consideration. Recovery Plan: The contents of this plan follow a logical sequence and written in a standard and understandable format. The BCP, which is brief and to the point, is written to reduce the time required to read and understand procedures. This clear and concise instruction should provide improved team performance if the BCP has to be implemented. The BCP documents the initial actions necessary to assess the damage or impact of an emergency situation and the activities required to maintain control and recover from the disaster event.
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Training and Testing: Training is being provided for all technology team members and other necessary personnel. In addition, this plan is periodically tested and fully evaluated at least once a year (more frequently when systems or process change). Procedures for testing are documented in the BCP testing plan. These tests provide the organization with assurance all necessary steps are included and work as speciîed.
These tests provide, in addition to information regarding any further steps that may need to be included, changes in procedures that are not effective and other appropriate adjustments. The BCP will be updated to correct any problems identiîed by these tests. Co-‐location Site: A co-‐location site is needed to assure the integrity of critical data and facilitate business continuity. A co-‐location site outside of Northeast Florida was necessary in the case of the college. Subsequent contracts were initiated to provide for off-‐site operations as necessary. The state-‐run Northwest Regional Data Center (NWRDC) was chosen because of its reliable reputation, hardened facility/service architecture, experiences, and reasonable cost.
Table 8.1: Disaster Plan for Data
Time Frame
Priority Objectives
Before a Disaster Event
Decrease exposure to potential threats
Mitigate the potential effects of a disastrous event
Improve necessary documentation
Establish contingency staffing plan
Develop predetermined courses of action based on scenarios
Stockpile necessary resources
During a Disaster Event
Safeguard students, staff, and critical assets
Minimize disruptions to essential services
Minimize activities
Prepare for post-disaster
After a Disaster Event
Assess the damage
Secure assets
Ensure organizational stability and an orderly recovery per
predetermined plans adjusted for post-disaster assessment
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Table 8.2: Essential Applications and Technology Infrastructure
Enterprise Communications
Text message alert system*
Network/Infrastructure*
Telephone*
Email*
Administrative Systems
Payroll*
ARTEMIS employee portal
Accounts payable
General ledger
Property accounting
State reporting
Credit and Collections
AR/Billing
AR/Collections
Financial Aid disbursements
Retiree insurance
Student book checks
Student refunds
Cashiering
Purchasing
Purchase orders
Purchasing cards
Student Systems
Student Records (ORION)
Connections student portal
Financial Aid (Financier/ORION)
Imaging (ADS/Hyland)
iTunes U
Learning Management System (LMS)*
Kaltura*
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Fig. 8.1: IT Business Continuity Plan Development Process
Result
The result of the BCP was to formalize and document the business continuity policies and procedures of the college and provide guidelines to resume time-‐sensitive business operations and resources. The BCP addresses the logical ^low of events in responding to major disruptions in services, business processes, and technology infrastructure. Speciîcally, the events to: •
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Continue/resume time-‐sensitive business operations for the critical and essential business processes
Activate the resumption and support of those services (the chain of command, identifying who pulls the trigger and manages the resumption support)
Provide ability to initiate restoration procedures of critical computer processing and data communications capabilities quickly following a declared disaster
Deîne how the college will communicate and coordinate with the recovery teams
Identify the staff assigned to implement resumption support (recovery teams) and their responsibilities
Restore critical operating systems, application systems, functions, and telecommunications according to the recovery time objectives
Achieve each of the above objectives in a timely, efîcient, and cost effective manner
Return to a permanent operating environment
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Policy Statement
It is the policy of the college to maintain a comprehensive IT Business Continuity Plan to protect its technology infrastructure, information assets, assure faculty and student safety, and provide continued and uninterrupted services. The BCP provides for re-‐establishment of critical and essential operations that may have been disrupted due to natural or other disasters.
Recovery Team Mission Statement
The recovery teams are empowered to provide the organization with a rapid recovery process to assure high availability of critical operations based on faculty and student needs. The recovery teams are charged with maintaining, implementing, and if necessary, updating procedures and plans to:
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Gain control of problem situations early
Minimize the impact of an operational outage
Gather critical information into a central repository
Reduce risks to essential information resources
Make decisions in advance of a crisis
Test periodically and reîne the plan
Assumptions
The Business Continuity Plan is based on the following assumptions:
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•
Sufîcient key staff are available to perform the necessary procedures described in the plan
Sufîcient technical staff can be notiîed and can report to the recovery site to perform critical recovery and restoration activities
Modules of the overall plan can be used to recover from minor interruptions
Recovery services from critical vendors are available
Adequate înancial and personnel resources will be made available each year to test the plan to insure its continuing viability
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Fig. 8.2: FSCJ Business Continuity Plan Activation
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Fig. 8.3: Recovery Team Structure
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Fig. 8.4: Disaster Event Guidelines Building Damage
Maintenance and Distribution
The BCP administrator is responsible for overseeing the maintenance, distribution, and periodic testing of the recovery plan. The maintenance activities are assigned to various individuals or groups within the organization with overall responsibility for coordination of the activities designated to the BCP coordinator. Most of the components of the plan are updated on a quarterly basis. Changes that have a major impact on the plan are modiîed as soon as possible after the change occurs.
The actual BCP itself is a restricted document and classiîed as conîdential due to the speciîc nature of the contents. Each individual with access to or a copy of the plan is responsible for security and control of the document.
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Fig. 8.5: Disaster Event Guidelines Network Damage
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Fig. 8.6: Disaster Event Guidelines Systems Damage
Communications Plan
Proper internal and external communications are critical to successful recovery from a disaster. It is important that the organization maintain speciîc communication policies. This comprehensive communications strategy is critical for many reasons, including:
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Effectively resolving issues that may arise in the course of recovery
Building commitment of the members of the recovery teams
Maintaining efîcient exchange of information between recovery teams
Contacting faculty, employees, and students and keeping them informed
Ensuring allocation of sufîcient resources to the recovery process
Facilitating effective teamwork and coordination of activities
Minimizing the time span of the recovery
Establishing appropriate expectations of the recovery process among the business unit staff
Managing media communications and interaction
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Internal Communications
Depending on the nature of the disaster, faculty and employees will require information regarding the organization’s response to the disaster situation. The management recovery team will determine the type of information that needs to be provided and will determine the most appropriate method of dissemination. Potential methods of internal communications will vary depending on the type of event and whether normal systems and communications channels have been affected.
External Communications
The management recovery team will be responsible for directing and approving all methods of external communications following a disaster. The management recovery team will work with all recovery teams to determine the information to be communicated, the form of communication that should be used, and the audiences that should receive it. The management recovery team has the sole authority to answer questions with predetermined limitations and to make on-‐the-‐spot decisions and arrangements necessary for proper relations.
Student communications
Students will need to be informed of the status of the college and effect the disaster will have on their ability to access the college campus facilities. Distance-‐learning students will also be informed as to how the disaster will affect their ability to access their online courses.
Public communications
In general, the management recovery team will be solely responsible for informing the public following a disaster event. The management recovery team is responsible for gathering and disseminating timely information for external audiences during times of disaster based on the following objectives:
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Provide timely and accurate information and direction to those affected by the disaster
Reduce rumor and uncertainty
Maintain the college’s credibility and minimize damage to its reputation
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Recovery Team Communications
Each team is encouraged to actively contact the other teams during the recovery effort. If a team needs to contact another team regarding the recovery effort and they are unsure with whom to speak, they should contact the team manager of the desired team and request direction. Communication between teams is meant to occur in an open manner. However, each team manager is responsible for providing the primary guidance for communication for their team.
During and after a disaster event, the recovery teams have been provided several forms and communications: Email lists, 800 MHz radios and contact lists, and lists of campus emergency phone numbers.
Faculty/Employee Calling List
Faculty and employee calling lists are directories of faculty/employee contact information (e.g. home phone, work phone, pager, cell phone, etc.). These lists may be used by any of the teams to contact an individual who may need to be a resource for the recovery effort. Intranet Announcements
This form of communication is the posting information on the college’s Intranet site. If a minor disaster occurs, this is a likely communication vehicle. If a major disaster occurs, this is not likely to be as useful.
Internet Announcements
This form of communication is the posting information on the college’s Internet website. As an employee communication vehicle, this is not encouraged. This site and its contents are visible to anyone with a web browser and an internet connection. The management recovery team and legal counsel are to be consulted before using this as a means of employee communication.
Email Announcements
This form of communication is the use of the email system to send an electronic mail letter to employees’ work email addresses. In the event of a minor disaster, this is a likely communication vehicle. In the event of a major disaster this is not likely to be as useful. Consultation with the Chapter 8: Security, Business Continuity, and Disaster Recovery
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systems and network recovery teams from a technical standpoint is recommended to assess the availability of the technology to the area.
Voicemail Announcements
This form of communication is the use of the college’s phone mail system to send voice messages to employees’ work phones. If a minor disaster occurs, this is a likely communication vehicle. If a major disaster occurs, this is not likely to be as useful. Media Announcements
This form of communication is the use of the media to get messages to employees. As an employee communication vehicle, this is not encouraged. These messages are visible to anyone. The management recovery team and legal counsel should be consulted before using this as a means of employee communication. Ad-hoc Announcements
There are undoubtedly other forms of communication that may not have been described in this section. The management recovery team should be consulted regardless of medium chosen to ensure the accuracy and appropriateness of a chosen communication vehicle and the content of messages desired to send. All teams have the option to communicate with vendors as necessary. Keep in mind that communications which either imply or are related to purchases or other monetary implications should be reviewed against the emergency procurement policy. The management recovery team should be included as necessary for authorization and actual acquisition authorization as needed.
Media Communications
The Public Information Ofîcer is the only party that should release information to the media in a formal press release. The management recovery team and legal counsel should approve the release.
When disaster strikes, the role of the media is to report the news of the event. This creates the risk that the organization may be affected by the nature of the disaster or their response to it. In Chapter 8: Security, Business Continuity, and Disaster Recovery
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addition, miscommunication by the media can magnify the normal problems and issues of the recovery process. The key to effective media relations in the event of a disaster is following the steps outlined:
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The Public Information Ofîcer will îeld all media inquiries and respond (with management recovery team/legal counsel content approval) to media interview requests
All media inquiries and interview requests must be referred to the Public Information Ofîcer
Gathering the facts for communication is everyone’s responsibility
- Who is affected?
- What happened?
- When did it happen?
- Why did it happen?
- How do you plan to handle it?
Develop the message
- Establish a few key messages, rehearse them, and reinforce those points repeatedly
Use the media to communicate with the public
Protect the integrity and reputation of the college
Communicate news appropriately when it is known ALWAYS
- Be honest
- Be candid
- Be factual
- Be prepared
- Be responsive
- Be sensitive to time
NEVER
- Lie
- Guess
- Get hostile
- Give unsubstantiated information or opinions
Recovery Teams
Because an unexpected interruption in business operations and systems may occur at any time requiring a coordinated response, each occurrence requires a managed approach that fosters consistency of effort and reduces the escalation of damage. The recovery teams are organized to address all issues related to an emergency and are authorized to make certain decisions relative to recovery efforts.
In organizing the recovery teams, each person's responsibilities are assigned based on restoring speciîc business processes. Team members have the authority to carry out the Chapter 8: Security, Business Continuity, and Disaster Recovery
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responsibilities within their assigned area. The team structure consists of various sub groups to facilitate the identiîcation and resolution of systems and operational disruptions. Recovery teams have been deîned to distribute recovery tasks as necessary. Members of the recovery teams are listed in exhibits that are addendums to the complete BCP.
Teams are staffed with members capable of performing each task and speciîc team members are assigned to manage these efforts. The teams are designed to handle a determined set of tasks to be accomplished before, during, and/or after an emergency. The documented restoration procedures are intended to be in sufîcient detail so that in the event speciîc key members are not able to participate in the recovery, other individuals who are knowledgeable in the particular operations and/or technology could, following the procedures, restore the business operations and systems involved.
The Business Continuity Plan is structured with four teams. The BCP details the procedures and speciîc responsibilities for each respective team. The primary team is the management recovery team, with complete functional responsibility for all recovery-‐planning activities. Recovery teams are operational groups responsible for speciîc functions. Each team has a separate BCP section, which is written and formatted for use on a stand-‐alone basis. The team sections include speciîc responsibilities and procedures to be followed in the event of a disaster, which allows for a rapid and smooth recovery process. Recovery Teams Roles and Responsibilities
Team members have several roles. Team managers have the responsibility to assign personnel to staff the teams necessary to address emergency situations. Multiple roles are sometimes unavoidable based on available resources, emergency conditions, and time constraints. Alternates are assigned as back-‐ups for team manager positions and team members to reduce the possibility of a vacancy in the command chain. In addition to the establishment of recovery teams, the BCP has assigned team positions and members. Chapter 8: Security, Business Continuity, and Disaster Recovery
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Team positions include:
•
•
•
•
•
•
•
BCP administrator
Team manager
Alternate BCP administrator
Alternate team manager
BCP coordinator
Team member
Alternate BCP coordinator
These assignments provide the necessary leadership and direction to implement the plan and carry out the necessary duties and responsibilities at the time of a disaster.
BCP Administrator
The BCP administrator is responsible for supervising and controlling recovery activities on an overall basis, and providing managerial direction to the leaders of all teams. In addition, this position is responsible for:
•
•
•
•
Maintaining the BCP
Distributing the plan and subsequent updates
BCP training
Testing the BCP
BCP Coordinator
The BCP Coordinator is responsible for coordinating recovery activities between the management recovery team and the other recovery teams. The BCP coordinator also is responsible for maintaining documentation relative to the recovery process. Responsibilities of the BCP administrator and BCP coordinator are further deîned in the management recovery team section of the BCP.
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Team Managers
Team managers are responsible for coordinating all recovery activities of their respective teams to re-‐establish operations to acceptable levels within the shortest possible timeframe. These individuals will:
•
•
•
•
•
•
•
•
Serve as the prime decision-‐makers for situations included and not included in the BCP
Evaluate and critique initial disaster assessment reports and action plans
Submit disaster assessment reports to the management recovery team
Identify additional recovery positions needed to assist in recovery activities
Direct and motivate the team members
Track the actual progress/completion of recovery activities against the projected sequence of recovery events (i.e., function as a project manager for the recovery process)
Establish with the management recovery team, progress-‐reporting times (hourly, every two hours, etc.) to ensure required activities are being performed as planned
Submit înal disaster assessment reports to the management recovery team
Management Recovery Team
The management recovery team has the following general responsibilities:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Receiving the initial disaster alert
Verifying the disaster event
Assessing the disaster event
Activating all or part of the BCP
Notifying recovery team managers
Prioritizing actions and activities
Executing recovery procedures
Performing operations action planning
Working with the logistics recovery team to establish the command center
Activating the command center
Determining if relocation may be required
Determining immediate operating needs
Documenting recovery operations
Providing strategic direction to all recovery teams and personnel
Monitoring recovery operations
Recording and reporting all recovery operations
Addressing legal issues
Issuing status reports
Reconstituting normal operations
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Logistics Recovery Team
The logistics recovery team has the following general responsibilities:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Arranging for alternate facilities, if needed
Coordinating campus communications
Coordinating salvage efforts
Arranging for basic support services
Obtaining ofîce equipment as necessary
Arranging transportation, travel and food
Verifying personnel status
Arranging security at the disaster site and alternate facility
Arranging for temporary personnel
Notifying postal and courier services
Analyzing records retention and salvage requirements
Coordinating asset removal
Assessing ofîce damage
Providing help desk support
Issuing status reports
Notifying recovery team members
Monitoring operations
Reporting status to the management recovery team
Reconstituting to normal operations
Applications Recovery Team
The applications recovery team has the following general responsibilities:
•
•
•
•
•
•
•
•
•
•
•
Determining system and application status
Protecting media and equipment
Notifying vendors
Coordinating vendor repairs and replacement
Restoring application systems to operational status
Restoring system databases and îles from backup copies of electronic media
Coordinating with campus technicians to restore user equipment
Resolving user problems
Reconstituting normal operations
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Network Recovery Team
The network recovery team has the following responsibilities:
•
•
•
•
•
•
•
•
•
Determining network status
Protecting media and equipment
Notifying vendors and coordinating repairs
Restoring server equipment
Restoring the data and voice communications network
Resolving connectivity problems
Executing remaining recovery procedures
Reconstituting to normal operations
Disaster Event Guidelines
The decision to activate the plan in full or in part depends on a number of factors ultimately judged by the person(s) in charge. These factors include:
•
•
•
•
•
The type of disaster incident
The effect of the incident including the extent and type of damage
How long critical/essential services are unavailable or inaccessible
Whether the services are mission critical
The anticipated recovery time
Chain of Command
In the event the BCP is activated, the existing leadership structure and authority levels will generally remain in place. Realizing that one or more persons within the leadership structure may be unable to assume their duties, the following succession plan has been established:
Position
•
•
•
•
Vice President, Technology, CIO
Associate Vice President, Technology, Associate CIO & CTO
Associate Vice President, Computing Infrastructure, Security, Compliance & CISO
Associate Vice President, Enterprise Applications
In all cases once activation of the BCP has occurred the Associate Vice President, Enterprise Applications is responsible for plan activities and events.
The Associate Vice President, Enterprise Applications has speciîc delegate responsibility to take all necessary actions to restore systems as soon as possible within the framework of the BCP Chapter 8: Security, Business Continuity, and Disaster Recovery
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and all applicable laws and rules. Additionally, it is the speciîc responsibility of the Associate Vice President, Enterprise Applications to ensure maintenance and accuracy of the BCP, test and enhance the plan regularly, and educate the college community on the BCP.
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CHAPTER 9
Environment
“Nothing quite new is perfect.” -‐Cicero
Introduction
This portion of the strategic technology plan describes the college’s current technical environment. It includes descriptions of the enterprise system, e-‐systems, college-‐wide networks, telecommunications, and other critical elements of the college’s infrastructure and computing resources.
This enterprise system environment is the implementation of the technology architecture (introduced earlier in this plan). The Technology Solutions Map (Refer to Chapter 4) depicts most of the applications/systems in the enterprise system environment. This enterprise application portfolio includes three primary systems for administrative and education technology. These systems include: ORION, ARTEMIS/Connections, and the learning management system.
ORION
The vast majority of data is maintained in the college’s enterprise software system, ORION. This system provides automated support for student records, human resources, payroll, purchasing, înance, înancial aid, and facilities. The application modules and functional subsystems are shown in the table.
Table 9.1: Application modules and functional subsystems
Modules
State
Reporting
Student, Personnel, Facilities, Financial Aid, and Admissions
Human
Resources
HR, Benefits, and Instructor Resource Management (IRM)
Payroll
Payroll Processing, Time, and Attendance
Chapter 9: Environment
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Modules
Student
Admissions, Advising, Registration, Curriculum, Student Records, and Degree Audit
Finance
GL, AP, Purchasing, Credit & Collections, and Fees & Tuition
Facilities
Sites, Buildings, Rooms, and Location Management
Credit &
Collections
Customer and Contact Management, Receivables, Obligations, and Cashiering
Financial Aid
Financial Aid Administration, Cost of Attendance, Return to Title Flow, and Satisfactory
Academic Progress
The applications team is responsible for development, maintenance, and support for ORION. The ORION system is hosted in a Oracle/Sun Solaris environment running on a Oracle/Sun M8000. This system was developed using Software AG’s Natural, a 4GL programming language. The data is stored in Software AG’s Adabas due to its capability of handling high volumes of data.
The applications team relies upon the following technologies for development and integration with the ORION platform:
Table 9.2: ORION Technologies
Legacy Integrator (WebMethods
EntireX)
Direct exposure of legacy modules via XML Web Services. This
provides real-time integration with the Enterprise Applications.
(Business Logic)
Integration Server
Create, manage and expose services throughout the Enterprise.
Combines multiple data sources (Adabas, SQL, Oracle, Web
Services) to provide a single-view via XML Web Services.
CentraSite active SOA
Repository used for the compilation of meta-data that defines
and describes the Service Oriented Architecture for the college.
CentraSite also serves as the governance for SOA based
artifacts.
NaturalOne
Remote development and code management IDE for Natural
Applications. Tool used to assist in the restructuring and redesign of
complex business applications.
Natural Runtime
Core engine for the Enterprise Resource Planning System.
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Microsoft Project/OmniPlan
Used for the creation, modification, and management of project
plans.
ARIS MashZone
Data visualizer primarily used for monitoring.
Optimize for Infrastructure
Enterprise application monitoring tool.
Natural Business Services
Rapid service deployment of Natural applications to integration
server.
Event Replicator
Real-time Adabas data replication and transformation to SQL server.
Adabas
Enterprise database used for support of the ERP Solution.
HummingBird Emulator/FTP
Tool used to establish communications/sessions between the
workstations and the development/production environments of the
ERP.
VI
Unix based script editor.
Atlassian Jira
Task management tool
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Table 9.3: Business Process Management
Business Process Manager (BPM)*
Used primarily for the conversion of existing business
processes into system-based processes through the use of
discrete services.
ARTEMIS
ARTEMIS is the college’s portal that provides web-‐based services to faculty and staff. The table depicts the services provided through ARTEMIS.
Table 9.4: ARTEMIS Functions
Communication Tools
Profile management, curriculum vitae, college messages, college calendar,
college alerts, Exchange calendar, college email integration, alerts, tasks, and
integrated communications/messaging (subscription services, faculty
communications, and Student Early Alert System)
Resources
College catalog, demonstration/training, travel mileage chart, instructor schedule help,
and integrated communications/messaging
Instructional Tools
Instructor schedule, grade input, class rosters, drop for non-attendance, and grade
change, and learning management system integration
Administrative Tools
Personal information display, student accounts administration, veterans processes,
ORION 2 batch monitor, scholarship administration, time and attendance, scholarship
reports, organization hierarchy view/manage, employee view of student integration,
IT service request, transcript request administration, My Advisor-student advising
(scheduling, degree audit, registration status, comment, holds, POS, college
application, international student application, and external transcripts)
MIS
TBA reports, grade analysis, room utilization, student mailing, registration tracking,
dean’s list, enrollment analysis, room inventory, student demographics, student
progress report, program objective exceptions, cancelled classes, class cost analysis,
schedule efficiency, student success, cumulative hours/degree audit, and dual
enrollment
Dashboard
FTE, student withdrawals, enrollment (history and term based), efficiency measures,
TABE scores report, 75% competition, how students pay, Financial Aid, recorded
grades, student evaluation of instruction results, student tracking and retention report,
student prospects, technology status, Human Resources (employee listing and
classifications, leave balance reports, and full-time/adjunct ratio), and key
performance indicators (market share, conversion, productivity, growth, student
persistence, summative experience, instructional quality, employer satisfaction,
efficiency-cost per completer, collaboration, student/employee ratio, average class
size - credit and non-credit, and scheduling efficiency
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Connections
Connections is the college’s portal that provides web-‐based services to students. The table depicts the services provided through Connections.
Table 9.5: Connections Functions
Communication Tools
College messages, college calendar integration, college alerts, personal
calendar, college email integration, integrated alerts, advising assistance,
and integrated communications/messaging
Resources
College catalog, membership application, class shopping, search for open classes,
keyword-based open class search, the college class schedules, evaluation of
instruction, final exam schedule, student preferences, browse/apply scholarships,
college library, student computing resources, buy/pay books online, academic
calendar, registration dates, positive assessment experience, student degree
planner, career portfolio, integrated with co-curricular transcripts, career exploration
about working, career employment services, pre-advising and orientation, student
communities, and Integrated communications/messaging (learning management
system integration, file management/sharing, interactive orientation, podcasting,
iTunes U integration, enhanced financial services, and online advising)
Administrative Tools
Profile management, change password, add/drop classes, transfer major change,
enrollment status, view student schedule by term, view grades by term, view
transcript, request official transcript, degree audit/shopping, pay online by credit
card, pay online by personal check, installment payment plan, Financial Aid (status,
survey, and book check status), graduation status, registration wizard, learning
support, Finance (1098T form, view student bills, view student receipts, view
student obligations, view student bank, and view student coverage), admissions
tracker, student records improvements, my academic plan, and integrated
communications/messaging (business process management, internship
management, student activities management, and membership process redesign)
The E-‐Systems technology team is responsible for advanced web-‐development and enterprise system integration. ARTEMIS integrates with ORION through a series of middleware products that are selected based on the needs/speciîcation of the solution. Web services are created as the integration points with ORION and other solutions and consumed by web parts, controls and application pages for display in a web interface. The E-‐Systems team has many technologies at their disposal to develop, maintain, and govern modules and SOA artifacts in the development and runtime environment. These technologies are listed.
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Table 9.6: ARTEMIS Technologies
Legacy Integration (EntireX
Communicator)
Direct exposure of legacy modules via XML web services. This
provides real-time integration with the Enterprise datasets.
webMethods Integration Server*
Combines multiple data sources (Adabas, SQL, Oracle, web
services) to provide a single-view via XML web services.
CentraSite Active SOA*
Repository used for the compilation of meta-data that defines and
describes the Service Oriented Architecture for the college.
CentraSite also serves as the governance for SOA based artifacts.
Microsoft Project
Used for the creation, modification and management of project
plans.
Java Technologies
Programming language for web-based and systems integration
applications.
Microsoft .NET Framework
Development framework for web-based and systems integration
applications.
SQL Server
Enterprise database used for data warehouse, systems integration
management, and portal control data.
Adabas
Enterprise database used for ORION.
Adobe Suite
Graphics design and production.
Microsoft SharePoint Server
Web application platform for employee (current) and student
(planned, Fall 2012) portal systems. Supports web applications,
collaboration spaces, social tools, enterprise search, business
intelligence reports, process integration, and system integration.
Liferay Portal
Enterprise web platform for current student portal.
MyEclipse
Integration development environment (IDE) for Web-based and
systems integration applications.
Visual Studio
Integration development environment (IDE) for .NET based
applications.
Chart FX Studio
Used for the display of charts and graphs in the portals.
Atlassian Jira
Task management tool
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Learning Management System
The college continues to expand the role of LMS-‐related products throughout all delivery methods of instruction.
Table 9.7: Blackboard Tools and Products
Tools/Products
Description
The Blackboard
Academic Suite
The Blackboard Academic Suite is an integrated set of products for e-Learning
including Course Management, Content Management, and Community Building
through a Portal server. Blackboard uses a system of building blocks (standardsbased, open APIs) to customize Blackboard software. Building blocks (commercial,
free and open source) are available from Blackboard’s online catalog.
Respondus
Respondus is a tool for creating and managing exams that can be printed to paper
or published directly to Blackboard and other e-Learning systems.
Blackboard Content
System
A software application that enables institutions to store and manage content while
increasing collaboration. The Blackboard Content System contains powerful
capabilities that can be used to manage and share files, use e-Portfolios to evaluate
student development, and categorize and share high-quality learning materials.
Collaborate
A set of collaboration tools integrated with Blackboard that personalize online
courses using threaded voice boards, embedded voice within course pages and live
group discussions and debates. Collaboration tool includes chat and virtual
classroom whiteboard. Wimba has voice and video tools which is part of
collaboration.
ePortfolio
E-Portfolios are a valuable learning and assessment tool, encompassing a collection
of artifacts, including demonstrations, resources and accomplishments. E-Portfolios
can be used by individuals, groups or institutions to manage and organize work, as
well as to control access to that work.
SoftChalk
Streamline lesson builder.
Study Mate
Interactive study tools and games.
Turnitin
Anti plagiarism tool.
Kaltura
Multimedia management tool.
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Table 9.8: Blackboard Academic Suite Features
Tools/Products
Description
Communication Tools
Communication within Blackboard is facilitated by the following tools: discussion
forums, discussion management, file exchange, internal email, online journal/notes,
real-time chat and whiteboard.
Productivity Tools
Productivity tools include bookmarks, calendar/progress review, searching within a
course, work offline/synchronize, and orientation/help.
Student Involvement
Tools
Tools to facilitate student involvement include group-work, community networking
and students.
Authentication
Blackboard authenticates through a single sign-on solution.
Registration Integration
Registration Integration links to ORION. All courses, students and faculty are autopopulated into Blackboard.
Course Delivery Tools
The key course delivery tools in Blackboard include the following: multiple test type
options, automated test management and support, online marking tools, online
gradebook, and course management.
Content Development
Tools
The following are the content delivery tools accessible through Blackboard:
accessibility compliance, content sharing/reuse, course templates, customized look
and feel.
Instructional Design
Tools
Instructional Design Tools include both linear and nonlinear learning sequences
using a content library, as well as information, tips, and tutorials on Instructional
Design.
Instructional Standards The Blackboard Academic Suite is SCORM compliant.
Compliance
Browser Access
Compatible with latest versions of IE, Firefox, Safari, and Chrome.
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College Data Reporting
The College Data Reporting team uses the following hardware, software, and tools to manage and maintain systems designed to support all state, federal, and local reporting requirements.
Tools/Products
Description
Microsoft SQL Server
Database Engine
Used for replicating ORION data to SQL databases, warehousing, state
reporting, business intelligence.
SQL Server Integration
Services
Used primarily for ETL (Execute Transform Load) process for data warehousing,
state reporting data, and data received from state to local databases.
SQL Server Analysis
Services
Primarily for BI reporting from data warehouse
SQL Server Reporting
Services
Used for interactive, user-friendly reporting from SQL Server databases and data
warehouse.
Microsoft Visual Studio Use for development tools for web services, SSIS, SSRS, SSAS etc.
Roambi
Provides interactive, user-friendly reporting for mobile devices.
Atlassian JIRA
Task management tools.
IPSwitch
SFTP Client used for secure data transfer with state and federal agencies.
SAS Server
Used for running SAS state edits locally.
SAS Enterprise Guide
Used as client connection tool for SAS Server and development.
Microsoft Visual
Source Safe
Used for Version control and tracking of development source codes.
SQL Server
Management Studio
SQL Server development tool used for writing queries, developing stored
procedures for SQL Server, and accessing data.
Microsoft VISIO
Primarily used for documenting data flow or programming logic documentation.
Microsoft .NET
Framework
Used for developing websites, such as State Reporting Build and Industry
certification sites.
Microsoft SharePoint
Reporting
Future use for interactive, user-friendly report deployment.
SoftwareAG Natural/
Adabas
Used for ORION development.
Natural One
Windows client for Natural is primarily used for printing or converting natural
programs to .pdf documents.
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Governance
Research and development is initiated through a formal request process. Requests are submitted via employee portal. Dependent upon the estimated time to completion of the request, it traditionally will move through the governance process for prioritization. This process ensures that the requests are linked to state/federal requirements (Compliance Framework), college-‐wide initiatives, promoting high quality customer service (direct or indirect), and to maintain the college’s leadership position in Technology.
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Fig. 9.1: Software Development Process
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A
Detail Review
New
Development/
New Project
Application
Identification
Story Board
Development
Maintenance/
Bug Fixes
Business
Process
Analysis/
Research
Enhancements
* Tool
Selection
Resource
Allocation
Web-Based?
ORION
Resources
No
Yes
Web-Based
Resources
Exit
If Applicable
*
See "ARTEMIS Applications/Integration Toolset" table
Fig. 9.2: Development Process
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B
Project Planning
Environment
Configuration
1
Source
Control
Code
Unit Testing
Code Review
Migration/User
Testing
Exit
Fig. 9.3: Development Process - Development
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C
Test Plan/
Documentation
User Testing
User Accept?
Exit
Y
No
Bug Fix?
Y
1
No
A
Fig. 9.4: Development Process - Testing
Figure 9.3 represents the development phase of the request cycle. Project planning is generally accomplished through the evaluation of the speciîcations provided by the project owners identiîed in the analysis and requirements gathering phase. Coding, unit testing, code review, and user testing are all accomplished by a development team, including the project owner(s).
Figure 9.4 represents the testing phase of a project request. A test plan, developed by the project owner (or assigned resources) is executed to resolve any bugs (glossary) or issues not Chapter 9: Environment
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meeting the design speciîcation. If any bugs are found, the project request is then placed back into the development phase. Once acceptance is complete, the project request moves on to the next phase.
D
Implementation,
Training, Release
Plan
Communication
Authorized for
Release by
Project Owner
Migration/
Release
Source
Control
Communication
Documentation
Finalized/
Delivered
Final Sign Off
Close Request
Exit
Fig. 9.5: Development Process
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Figure 9.5 represents the implementation and release phase of the project request lifecycle. A full implementation plan is developed, including a training plan and a release plan. The development team works together with the appropriate project owner assigned resources to execute the implementation and release plan. The training plan is generally managed by the project owner. The implementation executes the full release to the production environment and ends in user sign off that the product is functioning as speciîed. At that time, the request is closed.
Solution Selection Process
The methodology used in the selection of a solution for the technology environment is depicted.
•
•
•
•
•
•
Does the solution already exist in the software portfolio/inventory
Cloud
Open-‐source
Product (hosted on-‐premises)
Hybrid
Develop in-‐house The college generally uses this approach to determine how a particular request is implemented. This approach is an extension of SOA for providing high value product through a methodology that encourages open-‐source solutions.
Network Architecture
Network architectures have hardware commonalities that are differentiated by geographical distance. The generic LAN, WAN, and MAN networks are described as follows:
Local Area Network (LAN)
The local area network (LAN) refers to a group of computers and associated devices that share a common communications line and typically share the resources of a single processor or server within a small geographic area (e.g., within learning lab). Usually, the server has applications and data storage that are shared in common by multiple computer users. LANs serve as few as two or three users (e.g., in a home network) or many as thousands of users (e.g., in an FDDI network).
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Wide Area Network (WAN)
The wide area network (WAN) is a geographically dispersed telecommunications network. This term distinguishes a broader telecommunication structure from a local area network. An example of a WAN would be the college-‐wide network.
Metropolitan Area Network (MAN)
The metropolitan area network (MAN) is a network that interconnects users with computer resources in a geographic area or region larger than that covered by even a large LAN but smaller than the area covered by a WAN. This term is applied to the interconnection of networks in a city into a single larger network (which may then also offer efîcient connection to a wide area network).
MAN is also used to mean the interconnection of several local area networks by bridging them with backbone lines. The latter usage is also sometimes referred to as a campus network. Server Computing Systems
Server Computing Systems provide network services to internal and external client and server systems and consist primarily of the following (in order or prevalence):
•
•
64-‐bit Intel architecture server systems running Microsoft Windows server operating systems or Mac OS X server
64-‐bit Oracle/Sun Sparc architecture server systems running Oracle/Sun Microsystems Solaris server operating systems
Services provided by servers support educational delivery and administrative processes and include, but are not limited to:
•
•
•
•
•
•
•
•
•
•
File services
Print services
Communication/Collaboration
Web services
Network login and authentication services
Internet îrewall/security
Client and server anti-‐virus management
Host naming services and name resolution
Distance learning
E-‐commerce
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•
•
•
•
Document imaging
IP telephony
3270-‐based enterprise administrative application
Other general application services
Wireless
The primary purpose of wireless is to allow staff and faculty the freedom to move about with their mobile devices without having to physically connect to the college-‐wide network in different locations. The college currently has a 300 Mbps connection to the Internet at the Deerwood Center.
Wireless carts and laptops serve to make instructional computers available for multiple classrooms.
The current college standard for wireless is by use of a Cisco, 802.11n, lightweight Access Point that include built-‐in indoor antennas. In most cases these access points should be mounted in integrated ceiling tiles.
Client Computing Systems
Client computing systems (desktops and laptops) are used by faculty, staff, and students to access local applications and network-‐based services. The conîgurations are either a 32-‐bit Intel Architecture (IA-‐32) PC computer systems loaded with Microsoft Windows Client/Desktop Operating Systems or 32-‐bit PowerPC Architecture Apple computer systems running Apple OS X Client/Desktop Operating Systems. In preparation for Windows 7 and all new Windows and Macintosh computers purchased we will utilize an Intel 64-‐bit platform.
Network Infrastructure
The college’s instructional networking infrastructure is comprised of routers, switches, wiring systems, and remote access devices and provide common access and interconnectivity between client and server systems and services. Network connectivity at the college includes:
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Telecommunications
The college has existing business relationships with TW Telecom and AT&T/BellSouth Inc. for the majority of its telecommunications needs for voice and data services. Additionally, the college has a business relationship with Earthlink for analog service.
The Data and Network Operations Center is located at the Deerwood Center. Most locations are outer-‐connected by 1Gbps Metro Ethernet circuits. The college’s converged network standard for Voice over IP (VoIP) is Cisco. College employees perform all moves, adds, and changes, providing high quality and responsive services while reducing the operating costs of the system. Chapter 9: Environment
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Fig. 9.6: Voice Network
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IP Video Conferencing
The college has standardized on Cisco’s Telepresence architecture and is currently in the process of building its third CTS1300 room. These rooms each have 60” HD displays with three HD cameras to connect persons in high deînition at true-‐to-‐life size across the data network. Each room is also equipped with a 52” HD display for presentation of ancillary materials.
In addition to these high-‐end conference rooms, the college also supports Cisco’s C Series HD Cameras. These HD cameras connect to the existing Telepresence servers and can create and join meetings. Both the CTS 1300 rooms and C Series Cameras can be scheduled via outlook or dial directly.
The college also operates a multipoint conference bridge. While not true 1080P quality, the bridge supports up to 720P resolution, with dissimilar, non-‐telepresence, H.323 systems, inside and outside the college.
The college is in the process of setting up a National Lambda Rail Telepresence Exchange connection. This will allow for outside connectivity to other telepresence systems at full HD quality.
Smart Classrooms
The college strives to facilitate technology enhanced instruction in a number of ways, not the least of which is development and enrichment of the learning environment. The college’s Smart Classroom initiative (2.02.08) is geared towards placing instructional technology for use by the faculty in online, and hybrid courses. The current standard has recently been replaced by one that supports digital input and projectors as well as adding Apple TVs. This new standard will be affect al lnew purchases for new Smart classrooms or ones under renovation. Group training is typically provided by the Ofîce of Professional Development, with continuing, remedial and one-‐on-‐one assistance through the Campus Faculty Resource Centers (FRC). Technical support and consulting, as needed, is provided through campus technical support, the Advanced Computing Services (ACS) team, the Network Design and Support team, and Learning Innovations. Chapter 9: Environment
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Summary of Environment
The college’s technology environment serves as the foundation for innovation and excellence in teaching, learning, and support processes. It is based in earlier adoption of advanced technologies, consistent pursuit of emerging technologies of promise, and ubiquitous access to the best tools available.
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CHAPTER 10
Fiscal Resources
“Love lasteth as long as the money endureth.” -‐William Claxton
Budget Reality
Due to the economic stress that persists on global, national, regional, and local levels no reliable funding model exists for the Florida College System. As part of that system, this materially affects Florida State College at Jacksonville.
Although funded well-‐below institutions throughout the country at the time, 2007 represented the last year of good economic times in Florida and is now referred to as the “times of plenty.” The unemployment rate in Florida was 4.2%83. Nationally, the Dow Jones Industrial Average (DJIA) closed at a record high of 14,164.53 84. Credit was available, jobs were available, and life was good. In 2008, we began to experience harsh economic realities as bubbles burst and fraud was uncovered. By 2009 the DJIA lost more than 50% of its value.85 In 2010, Florida’s unemployment rate reached an appallingly high 12.0%.86 By the îrst quarter of 2012, a very slow and abnormal recovery began. The slow recovery and depth of damage to be overcome will have long lasting negative effects on education funding generally and for the college speciîcally. In its 2011 annual report, the Florida College System described the pinching effect of the economic downturn, “…people see The Florida College System as their way back to the job market. Unfortunately, our enrollments go up while the funding usually goes down.
From 2006-‐07 through 2010-‐11, the colleges have added over 96,000 additional FTE*, an increase of 34%, while state funding has declined 25% per FTE.(Includes American Recovery and 83 Agency for Workforce Innovation., ‘Florida’s Unemployment Rate Increases, Remains Below National Average’ Florida Department of Economic Opportunity [web document] (2007) <http://www.^loridajobs.org/docs/2007-‐press-‐releases/lms-‐release-‐11-‐16-‐07.pdf> accessed Retrieved March 2, 2012.
84 Wikipedia contributors, ‘Closing milestones of the Dow Jones Industrial Average’, Wikipedia, The Free Encyclopedia [web page] (2012) <http://en.wikipedia.org/w/
index.php?title=Closing_milestones_of_the_Dow_Jones_Industrial_Average&oldid=476203421>, accessed 02 March 2012. 85 Wikipedia contributors, ‘Closing milestones of the Dow Jones Industrial Average’, Wikipedia, The Free Encyclopedia [web page] (2012) <http://en.wikipedia.org/w/
index.php?title=Closing_milestones_of_the_Dow_Jones_Industrial_Average&oldid=476203421>, accessed 02 March 2012. 86 United States Department of Labor, ‘Current Unemployment Rates for States and Historical Highs/Lows’, United States Department of Labor, [web page] (2012) <http://
www.bls.gov/web/laus/lauhsthl.htm>, accessed 02 Mar. 2012. Chapter 10: Fiscal Resources
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Reinvestment Act Federal Stimulus Funds for 2009-‐10 and 2010-‐11). *Full Time Equivalent (FTE) is a way to compare a student enrollment between educational institutions. An FTE of 1.0 means that the person is equivalent to a full-‐time student while an FTE of 0.5 signals that the student is only half-‐time. FTE numbers are signiîcantly less than the actual number of students we serve. A student enrolling in 30 semester hours per academic year equals 1.0 FTE”87 This is what is typically described as a “going out of business model.”
!$4,000!!
400,000!
!$3,809!!
383,408!
!$3,750!!
380,000!
!$3,643!!
360,000!
359,900!
!$3,500!!
!$3,448!!
340,000!
!$3,250!!
State/Federal!
Funds!per!FTE!
329,052!
320,000!
!$3,131!!
!$3,000!!
FTE!Enrollments!
305,535!
300,000!
!$2,867!!
!$2,750!!
287,714!
!$2,854!!
286,755!
280,000!
!$2,500!!
260,000!
2005.06!
2006.07!
2007.08!
2008.09!
2009.10!
2010.11(2)!
Fig. 10.1: State/Federal Funds per FTE vs. FTE Enrollments
Despite strides forward to reinvigorate, expand, and diversify Florida’s economy, it has been, and will continue to be, an economy dominated by real estate and tourism. Until those sectors fully revive or are replaced, Florida’s educational budgets will remain under duress “…our colleges will need to continue to thrive in a limited resource environment.” 88 The college budget is expected to grow by 3.6% compounded annually per the past and the technology funds, excluding labor, are 87 Florida Department of Education (FDoE), ‘The Florida College System Annual Report 2011’, Florida Department of Education (FDoE) [web document] (2011), <http://
www.^ldoe.org/cc/pdf/annualreport2011.pdf>, accessed 02 Mar. 2012. 88 A. Deslatte, ‘House pounces on Scott’s higher education budget cuts’ Orlando Sentinel: Central Florida Political Pulse [web page] (2011) <http://blogs.orlandosentinel.com/
news_politics/2011/02/house-‐pounces-‐on-‐scotts-‐higher-‐education-‐budget-‐cuts.html>, accessed 02 Mar. 2012. Chapter 10: Fiscal Resources
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recommended to continue at approximately 6% of that budget in order to deal with annual vendor increases, the need to not fall behind, and the never ending need to replace/refresh equipment. This chapter presents the Technology Department îscal state during these difîcult înancial times and plans for dealing with a difîcult înancial environment for the foreseeable future. IT Cost Perspective
Technology costs a lot of money, yet it is an essential resource to continued operations of the college. Since technology is a fundamental requirement to operate in the educational space, one must conclude that forward thinking technology provides opportunity on multiple levels while antiquated systems hurt an institution’s brand and the student experience. In FY 2002 technology funding (excluding labor) was about 11.06% of the college’s total budget. Due to sound and conservative înancial management, it dropped to about 8.56% in FY 2007. For the current year (FY 2012), it was allotted 5.93% of the college’s budget. The forecast for technology funds in FY 2017 is based on a 5.38% share of the college’s budget. This technology includes utilities related to telecommunications and direct and indirect expenses (excluding labor costs) necessary to support the operation of computing facilities and services. Chapter 10: Fiscal Resources
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Tech Funds (no labor)
College Budget (no tech funds)
FY 2002
11.06%
FY 2007
8.56%
FY 2012
5.93%
94.07%
FY 2017
5.38%
94.62%
0%
88.94%
91.44%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fig. 10.2: College Budget vs. Tech Funds (Non-labor)
The technology environment and related investments are managed through the application of college-‐wide technology standards; within which the college managers are free to make decisions appropriate to their needs. This system ensures that resources are applied to the highest priorities but are consistent with the college’s technology vision and architecture. The college-‐wide Technology Committee, Faculty Resource Centers, the Center for the Advancement of Teaching and Learning, and Learning Innovations offer many opportunities to participate and provide input to information technology initiatives.
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IT funds what matters most - Education
An informal historical evaluation of educational funding that includes Florida indicated a pattern of funding uncertainty. There was, and will continue to be, inadequate funding during boom and bust periods. Recognizing that education is the core business of the organization, the Technology Department has emphasized investments in, and priority of, learning technologies and systems in direct support of students and faculty. In FY 2003, the IT budget was allocated 53% for administrative and 47% for educational functions. By FY 2007 that allocation shifted to 28% for administrative and 72% for educational functions. The current budget for FY 2012 allocates 27% for administrative and 73% for educational functions. From the past îve years and from conversations with technology leaders and futurists, the sweet spot appears to fall between 20% to 30% for administrative or context (the things you must do, but that do not differentiate you) and 80% to 70% for educational or core (the things that differentiate you and that create value). To stay within the sweet spot will demand IT demonstrate tremendous managerial skill, înancial acumen, and discipline year over year.
Administrative
FY 2003
Educational
53%
47%
FY 2007
28%
72%
FY 2012
27%
73%
FY 2017
30%
0%
20%
70%
40%
60%
80%
100%
Fig. 10.3: IT Budget Allocation (Ed vs. Admin)
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Labor expense comparison
For most organizations the cost of labor is signiîcant. In educational organizations, budgets that are extremely labor intensive are the norm and Florida State College at Jacksonville is no exception. As a whole, labor represented 71.2% of the College’s budget (multi-‐year average).89 This was controlled within a range of +/-‐ 5% and that should be recognized as a signiîcant accomplishment. In contrast, labor represented 34.8% of the IT budget (multi-‐year average). This ^luctuation was within +/-‐ 3% and that too should be recognized as a signiîcant accomplishment. These ratios are meaningful and shifts in the future that fall outside of these parameters should be accompanied by explanatory footnotes. The business models for education and IT departments are anything but static in the 21st century and are under attack by new paradigms. Non-Labor
28.8%
Labor
71.2%
Fig. 10.4: College Labor vs. Non-labor Budget
89 Department of Education Division of Accountability, ‘Report for the Florida College System: The Fact Books 2008-‐2012’, Department of Education Division of Accountability [web page] (2008-‐2012) <http://www.^ldoehub.org/CCTCMIS/>, accessed 02 Mar. 2012.
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Labor
34.8%
Non-Labor
65.2%
Fig. 10.5: IT Labor vs. Non-labor Budget
The future will bring signiîcant labor changes to IT, but exactly what will emerge is still open for debate. Exogenous factors like new technologies, new services, or re-‐organizations will play a role. By adopting the context (the things you must do, but that do not differentiate you) and core (the things that differentiate you and that create value for the customers) philosophy, contextual functions should be provided by the most cost effective source. That, in many cases, means moving them to the cloud. Constant pressure by economic, market, and other disruptive forces blurs the picture even more. The contextual items that move to the cloud will increase non-‐labor expenses and decrease IT labor. However, the savings in IT labor will be muted because the organization is already lean, but must still maintain critical skills in a non economy-‐of-‐scale environment. Vendors in the technology space including those offering cloud based products and services do not lower prices unless their products are under siege by disruptive competitors. The core enhancements will increase IT labor and non-‐labor, but this will be difîcult to fully assess due to the use of contracted support services. Some of these contracted support services are necessary in short and long term situations because IT educational salaries for certain competencies are not at open market levels. Chapter 10: Fiscal Resources
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Those support services are also budgeted as contractual operational (non-‐labor) expenditures. There is no deînitive measurement or ratio rule for the proper mix of labor vs. non-‐labor in technology today. Budget Allocations within IT
In its desire to be responsive and to thrive in today’s milieu of technology change, the Technology Department maintains a dynamic organizational structure.
The current structure allocates budget resources between: •
•
•
•
•
•
Chief Technology Ofîcer that includes E-‐Systems, Learning Innovations, the Television Studio, and Project Management
State Reporting
Enterprise Systems that includes Enterprise Applications and Database Management
Telecommunications
Computing Infrastructure, Security, and Compliance
Historically the organizational structure re^lected the funding mix and resource allocation. College initiatives and projects as well as IT initiatives and projects are not always distinct and/or singular so funding support now exists across budgetary lines. Resource allocation is tracked through project codes within the Technology Department. Chapter 10: Fiscal Resources
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Chief Technology Officer
Enterprise Systems
State Reporting
Telecom
Computer Infrastructure Security & Compliance
19%
33%
18%
3%
11%
16%
Fig. 10.6: IT Budget Allocation 2011-12
Chief Technology Officer
Enterprise Systems
State Reporting
Telecom
22%
32%
15%
3%
15%
14%
Fig. 10.7: IT Budget Allocation 5-year Average (2007-12)
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Due to responsibility assignments unique to the college the Technology Department includes some units that skew typical IT managerial ratios. Primary among these is the Digital Media Production and Television function. This fact needs to be kept in mind when analyzing team-‐wide resource allocations against those of other organizations.
As in the past, the Technology Department promotes agility and embraces a dynamic organizational structure for continued success.
Find Funding for Tomorrow’s Technology Game Changers
By 2017 everything will be different. Articles already abound that question the format and methodologies of higher education. In many of these articles the delivery method is broached and technological alternatives are pondered. In order to be relevant in 2017, the Technology Department must explore and exploit technologies and information with traction in the interim. The technology decisions made by senior technology leaders and top college administrators will have more impact than ever before. In The New Know, Thornton May observes “one of the most frequently made mistakes in the technology forecasting realm is forecasting a single technology. Technology travels in packs...” 90 These technology packs effects are, to a very large degree, due to the symbiotic nature of their core properties. Social computing, for example, leverages mobile technology and owes much of its success to ready availability of devices and network availability. The reverse is also true in that mobile has grown, in part, because of the draw of social computing. We can’t just look at one technology another in isolation, we must be attentive to the gestalt.
“Big Data” and SoMoClo (Social Mobile, Mobility, and Cloud) 91 are knocking at the college’s door. To some extent they already entered, but not to their full potential. The better news is that these technologies play to the strengths of the college, providing exceptional value with quantiîable returns.
90 Thornton May, The New Know, (Hoboken, New Jersey: Wiley, 2009), p. 177.
91 Aberdeen Group, ‘SoMoClo Evolution’, Aberdeen Group [web page] (2012) <http://www.somoclo.com/>, accessed 02 Mar. 2012.
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Before proceeding, the technologies that loomed large îve years ago in the Strategic Technology Plan need to be addressed. Globalization and the commoditization of the educational market were mentioned and required additional investment in the college’s networks and infrastructure. The need to invest in the college’s network and infrastructure will not change, but is no longer strategic, rather it is tactical. If clients cannot înd you or access your resources, you are no longer relevant. Speed is critical, reliability is paramount, and presence holds power in this realm. Decades ago access, location, cost, and convenience were important. And, they still are, just in a different context, the expectations of a digital native majority.
Collaborative education and collective intelligence were mentioned, but as a cost center for training personnel. The beneîts of collaboration were and are still obvious, but the killer-‐app and methodology remains a mystery in education and industry. It is a sought after Holy Grail. Keep in mind that Facebook was only three years old in 2007 and was a blip on the radar.92 The costs associated with collaboration were identiîed as specialty software, server hardware, and storage hardware. This remains a strategic target under a different name and will be discussed later.
The environment and tools of content creation and the creation of meaningful digital media were mentioned, remember YouTube was only a year old when the last plan was written. 93 The primary concern was over intellectual property and digital rights management. These concerns persist on three fronts, those of the creator, those of the user, and those of anyone who might be offended. To date the college has not directly or succinctly addressed these issues, but nor has modern society. The college does have in place several statements addressing rights and covering use, proper conduct, copyrights, disclaimers, and disclosures. These statements are broad enough to encompass digital rights and intellectual property, but leave room for speciîc issues to be debated or contested. The Technology Department encourages the college to develop a clear and concise intellectual property, digital rights, and use policy. The creation and use of digital content continues to expand at the college and will need ongoing funding. Recently funds were used to procure and exciting cutting edge video delivery platform that should increase further the use of 92 Wikipedia contributors, ‘Facebook’, Wikipedia, The Free Encyclopedia [web page] (2012) <http://en.wikipedia.org/wiki/Facebook>, accessed 02 Mar. 2012.
93 Wikipedia contributors, ‘YouTube’, Wikipedia, The Free Encyclopedia [web page] (2012) <http://en.wikipedia.org/wiki/YouTube>, accessed 02 Mar. 2012.
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digital content. The beneîts outweigh the risks. With discipline and good management practices, the beneîts can be achieved while minimizing the risks and controlling the costs.
“Big Data” means different things to different people, but it always leads to the topic of analytics. Organizations that are able to înd, process, and act on data correctly have signiîcant advantages. The college has ongoing projects in this area such as the MyTech project. It takes college data, checks it with vendor data, and presents it in an actionable report. This will allow the college to manage computer devices more effectively by integrating data on utilization, licensing, and product life management. The knowledge management, part of Big Data, usually reserved to re^lect the incorporation of hardware, software and business intelligence, will take on new meaning at the college through its SIRIUS Academics program. Incorporating instructional design and traditional learning management system functions and artiîcial intelligence component has been considered to incorporate learning styles of the student, and overall experience of the system (faculty/student/
learning interactions) to enhance learning outcomes.
The development of a knowledge management system will require (1) creation of a system for data integrity and process validity, (2) development and/or expansion of data base services, (3) ^lowcharting of business processes including State reporting and the college’s program review (CPR), (4) increased digitization of information and content required for accreditation processor (SACS), and (5) the development of instructional content for professional development. These activities will require increases in the operating budgets for software and contract services, and possible increases in the capital expense budget for associated storage expansion and hardware.
Needless to say “Big Data” will require funding that touches all areas of technology; people, hardware, software, and outside resources. Big Data is an early stage concept. As such there are very few examples to follow, meaning it is a venture capital-‐like endeavor that is accompanied by big risks and big rewards. SoMoClo (Social Networking, Mobility, and Cloud) is an aggregation of technology movements disrupting old ways of doing business, including education. Chapter 10: Fiscal Resources
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Social Networking covers a host of topics, none the least being collaboration. It was covered in the Strategic Technology Plan îve years ago and is still evolving. Collaboration has not been nearly as successful. The pockets of success were not expandable or exportable with predictable beneîts. The root meaning of college is to gather. Ergo, educational institutions must provide gathering places; real, virtual, and hybrid that are so enticing that non-‐participation is unthinkable. It will require extensive analysis and experimentation to craft the optimized solution that helps students the most providing a differentiating capacity for the college. Mobility is already here with a vengeance and the college is behind the times. The good news is that one would be hard pressed to identify an institution that is ahead of the curve. Essentially, if you cannot perform a task with a smartphone while providing a good user experience, you hurt your brand. The work that needs to be done is monumental and can only be accomplished by persistence and a methodical approach. This will take a serious commitment of carbon and înancial resources.
Cloud was previously mentioned under context. The cost beneîts of cloud were elusive in its infancy as the infrastructure was being built. That infrastructure will continue to evolve, but numerous early stage solutions are already providing expert customer experiences. They are lower cost, have less down time, and generally more secure than internally hosted systems. They have better disaster recovery and redundancy plans and provide scalability and economy of scale advancement.
The most signiîcant obstacles to cloud-‐sourced solutions are; privacy concerns, security fears, and difîculty of getting intertwined departments to work together to outsource an in-‐house function with which they are comfortable. Moving functions to the cloud may provide tremendous savings. Functions currently being considered for the cloud are human resources/payroll, learning management systems, înance, purchasing, înancial aid, the SharePoint environment, and eventually ORION student.
•
•
•
Cloud Financial Aid
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•
•
•
•
•
•
•
•
•
•
•
Cloud HR-‐PR
Cloud Finance-‐Purchasing
Business Intelligence & KPI
Telepresence
Ofîce 365
Digital Imaging & Work^low System
ORION 3 Student -‐ Cloud
Business Continuity & Disaster Recover
Accountability and Assessment for Accreditation
The Southern Association of Colleges and Schools Commission on Colleges (SACS/COC) accreditation standards require a continuing emphasis on the linkage between instruction, assessment, outcomes, and action plans. Using applied research capabilities colleges must identify variables for success. these standards expand the measures of success from the academic domain to student success and services. Obviously, this expansion include technology resources and support services. Chapter 10: Fiscal Resources
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CHAPTER 11
Five Year Outlook
“If you don’t know where you are going, you’ll end up somewhere else.” -‐ Yogi Berra
Introduction
This chapter presents the îve-‐year outlook for information technology at the college. The major sections presented include: îscal and staff forecasts; zero-‐based budget planning and decision-‐packages; technology roadmap analysis; outcomes assessment; external assessment and benchmarking; and timelines.
The purpose of this outlook is to develop a very rough view of future issues, resource needs, projected major requirements, and forecasts of signiîcant technology events that will affect the college.
One area of particular importance is the Technology Division’s adoption of a modiîed zero-‐
based budgeting system. This is designed for the development of decision-‐package based budgets that build the comprehensive budget plan from the service requirement and functional element level up to a complete aggregate team-‐wide plan.
Fiscal Forecasts
Fiscal forecasts provide the basis for making projections of budgetary need based upon historical experience and reference, as well as enhancement of current infrastructure and services. The insight offered herein re^lects how patterns of growth in technology at the college will lead to changes in expenditures over a îve year period of time.
Expenditures at the college are typically identiîed in capital, expenses (non-‐labor, non-‐
capital), and labor spending and it is within this structure that the technology budget will be presented in terms of a modiîed zero-‐base approach. Inherent in zero-‐based budgeting is the fact that the budget is built from the ground up every year, however projections require that underlying assumptions be made. Building upon the zero base are deîned decision packages with which the college can determine the efîcacy of additional technology projects, and agree to project-‐based funding over the deîned time periods.
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Capital Cost Projections
The college’s successful deployment of technology solutions and computing capacity on a broad-‐based scale have resulted in an extremely rich technology environment for faculty and students. To maintain this high-‐quality environment and meet the ever-‐growing demand for mobility and enhanced personalized technology, a robust and sustainable refreshment cycle is necessary.
Additionally, the aging of ORION has resulted in a functional deîcit to industry-‐wide standards-‐based administrative systems.
This combination of needs for a sustainable refresh plan and replacement of administrative system modules creates signiîcant demand for capital investment. The capital forecast for these projects follows:
Actual Expense
Forecast
$7,000,000
$5,250,000
$3,500,000
$1,750,000
$0
FY 2008 FY 2009 FY 2010 FY 2011 FY 2012 FY 2013 FY 2014 FY 2015 FY 2016 FY 2017
Fig. 11.1: IT Capital Projections
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Expense Budget Outlook
The expense budget includes all non-‐labor and non-‐capital expenditures (known as 600 money).
Fixed costs, contracts and maintenance will continue to have a signiîcant impact upon budgetary requirements. Utilization of the enterprise system and need for system availability and function will account for approximately two-‐thirds of the technology budget. Increased requirements for contract staff augmentation will represent 3.9% of the expense budget. CTO
Enterprise Systems
State Reporting
Telecom
$7,000,000
$6,000,000
$5,000,000
$4,000,000
$3,000,000
$2,000,000
$1,000,000
$0
Fig. 11.2: IT Expense Budget Allocation
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Expense Budget
Capital Budget
100%
90%
12%
22%
17%
28%
80%
34%
33%
33%
33%
33%
33%
66%
67%
67%
67%
67%
67%
70%
60%
50%
40%
88%
78%
30%
83%
72%
20%
10%
0%
Fig. 11.3: IT Expense - Capital Budget Ratio
Labor Outlook
By the end of FY 2014-‐15, the Technology Division will have experienced a net gain of three positions. The cumulative labor personnel totals are re^lected in the îgure.
The anticipated growth is re^lected in the three-‐year rolling stafîng plan college-‐wide and is necessary to support growing systems administrative loads. All continuing labor costs are estimated to increase an average of three percent each îscal year.
Technology positions (actual and projected) are shown in îgures 11.5A&B.
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IT Labor
IT Labor (Forecast)
$7,000,000
$6,000,000
$5,000,000
$4,000,000
$3,000,000
$2,000,000
$1,000,000
$0
FY 2009 FY 2010
FY 2011
FY 2012 FY 2013 FY 2014 FY 2015 FY 2016 FY 2017
Fig. 11.4: IT Labor
Career
Professional
FY 1999
FY 2008
Administrative
Senior Management
80
60
40
20
0
FY 2009
FY 2010
FY 2011
FY 2012
Fig. 11.5A: IT Labor Positions
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Career (Forecast)
Administrative (Forecast)
Professional (Forecast)
Senior Management (Forecast)
80
60
40
20
0
FY 2013
FY 2014
FY 2015
FY 2016
FY 2017
Fig. 11.5B: IT Labor Positions (Forecast)
Information Technology Zero-based Budget Plans
The college’s historical budgeting procedures are based upon an incremental increase/
decrease from the previous budget year. The Technology Division’s use of a zero-‐based technology budget model is re^lective of its commitment to comprehensive planning. The model includes shared budget decision-‐making, the development and application of integrated strategies, and a prescriptive project-‐based allocation of resources as a way of achieving established goals and objectives. The implementation of zero-‐based budgeting, and the use of light-‐weight project management facilitates process improvement and outcomes evaluation.
The deîned labor, expense, and capital equipment budget projections presented are an expression of the input provided by functional area managers and directors, but do not contain cost projections for individual decision packages. The labor budget takes into account labor changes and future growth positions necessary to support business practices. Non-‐labor expenses, Chapter 11: Five Year Outlook
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the largest factor being îxed costs, are expected to increase through the life of existing contracts. Capital expenses incorporate the needs for maintenance of services in some cases and expansion of service and functionality as discussed earlier in the document.
IT Capital Budget
IT Capital Budget (Forecast)
$4,000,000
$3,500,000
$3,000,000
$2,500,000
$2,000,000
$1,500,000
$1,000,000
$500,000
$0
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
FY 2013
FY 2014
FY 2015
FY 2016
FY 2017
Fig. 11.6: IT Capital Budget
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Expense Budget (Forecast)
Capital Budget (Forecast)
Labor Budget (Forecast)
Expense Budget
Capital Budget
Labor Budget
$18,000,000
$16,000,000
$14,000,000
$12,000,000
$10,000,000
$8,000,000
$6,000,000
$4,000,000
$2,000,000
$0
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
FY 2013
FY 2014
FY 2015
FY 2016
FY 2017
Fig. 11.7: IT Budget
Technology Budget Plans (with Decision Packages)
Zero-‐based budgeting requires functional units to identify, develop, and analyze decision packages for each major project and function. Managers of each unit are responsible for a description of each program to be operated within the next îscal year, or years, depending upon the decision package. Decision packages include îve year internal rate of return (IRR), net present value (NPV), cash ^low, and break-‐even point analyses which take into account opportunity and/
or cost of capital considerations. This is necessary to ensure full awareness of the complete resource effects of engaging in a major project.
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Base Budgets and Decision Packages
Keeping Technology New (Forecast)
$3,500,000
$3,000,000
$2,500,000
$2,000,000
$1,500,000
$1,000,000
$500,000
$0
Fig. 11.8: Keeping Technology New
ORION Systems
ORION Systems (Forecast)
$1,050,000
$900,000
$750,000
$600,000
$450,000
$300,000
$150,000
$0
Fig. 11.9: ORION Systems - Sustaining Only
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Base Ops Budget
Base Ops Budget (Forecast)
$1,600,000
$1,400,000
$1,200,000
$1,000,000
$800,000
$600,000
$400,000
$200,000
$0
Fig. 11.10: VP Technology Base Operational Budget
CIO Prof Dev
CIO Prof Dev (Forecast)
$25,000
$20,000
$15,000
$10,000
$5,000
$0
Fig. 11.11: CIO Professional Development
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Ed Tech Ops Base Level
Ed Tech Ops Base Level (Forecast)
$800,000
$700,000
$600,000
$500,000
$400,000
$300,000
$200,000
$100,000
$0
Fig. 11.12: Educational Technology Operations Base Level
Data Ctr/Network Ops
Data Ctr/Network Ops (Forecast)
$1,200,000
$1,000,000
$800,000
$600,000
$400,000
$200,000
$0
Fig. 11.13: Data Center/Network Operations
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College-wide Telecom Contracts
College-wide Telecom Contracts (Forecast)
$1,800,000
$1,600,000
$1,400,000
$1,200,000
$1,000,000
$800,000
$600,000
$400,000
$200,000
$0
Fig. 11.14: College-wide Telecom Contracts
TV/Digital Media Base Ops
TV/Digital Media Base Ops (Forecast)
$100,000
$90,000
$80,000
$70,000
$60,000
$50,000
$40,000
$30,000
$20,000
$10,000
$0
Fig. 11.15: TV/Digital Media Base Operations
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Instructional TV Revenue/Reinvestment
Instructional TV Revenue/Reinvestment (Forecast)
$50,000
$45,000
$40,000
$35,000
$30,000
$25,000
$20,000
$15,000
$10,000
$5,000
$0
Fig. 11.16: Instructional TV Revenue/Reinvestment
Administrative Computing Ops
Administrative Computing Ops (Forecast)
$800,000
$700,000
$600,000
$500,000
$400,000
$300,000
$200,000
$100,000
$0
Fig. 11.17: Administrative Computing Operations
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E-Systems & Related Development Base
E-Systems & Related Development Base (Forecast)
$350,000
$306,250
$262,500
$218,750
$175,000
$131,250
$87,500
$43,750
$0
Fig. 11.18: E-Systems & Related Development Base
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Sponsorships
Operations
Reserves
$4,000,000
$3,200,000
$2,400,000
$1,600,000
$800,000
$0
FY 2005
FY 2007
FY 2009
FY 2011
FY 2013
FY 2015
FY 2017
Fig. 11.19: Cumulative IT Leadership Academy Financial Report
Major Initiatives (in no particular order)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Cloud LMS
Cloud Financial Aid
Cloud HR-‐PR Cloud Finance-‐Purchasing Business Intelligence & KPI
Telepresence
Digital Content Distribution System Ofîce 365
Digital Imaging & Work^low System
ARTEMIS Collaborative Suite ORION 3 Student (Cloud ORION)
Business Continuity and Disaster Recovery
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The proposed technology budget (zero-‐base plus decision packages) was prepared following the acceptance and approval of the decision packages. Once the college’s and technology department’s budget has been approved, managers of the decision units place in operation all approved decision packages during the identiîed îscal year(s).
Although not depicted graphically, the zero-‐based budgeting and decision-‐package approach towards budget proposal, funding and implementation provides for monitoring, evaluation of objective achievement, and continuous quality improvement.
The zero-‐based budget proposal and decision packages are deîned in îgure 11.3.
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Cloud LMS
Cloud Financial Aid
Cloud HR-PR
Cloud Finance-Purchasing
Telepresence
Office 365
ORION 3 Student - Cloud
Business Continuity & Disaster Recovery
$3,000,000
$2,500,000
$2,000,000
$1,500,000
$1,000,000
$500,000
$0
2013
2014
2015
2016
2017
Fig. 11.20A: Individual Major Project Cost by Year
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Business Continuity & Disaster Recovery
ORION 3 Student - Cloud
Office 365
Telepresence
Cloud Finance-Purchasing
Cloud HR-PR
Cloud Financial Aid
Cloud LMS
$12,000,000
$10,000,000
$8,000,000
$6,000,000
$4,000,000
$2,000,000
$0
2013
2014
2015
2016
2017
Fig. 11.20B: Aggregate Major Project Cost by Year
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Technology Staff Hardware Currency Plan
There is no regular funding speciîc to the replacement of hardware employed within the Technology Division. While initial funding may come from special projects or grants, hardware replacement is accomplished through periodic cycles.
Ensuring the latest technology is available for information technology functional areas is an imperative. Hardware replacement needs for functional areas are driven by numbers of systems and personnel, platform requirements, transactional volume, and test and production needs.
Planned replacement for technology staff equipment, comparable to faculty replacement and lab replacement is contained within îgure 11.21.
$250,000
$200,000
$150,000
$100,000
$50,000
$0
FY 2013
FY 2014
FY 2015
FY 2016
FY 2017
Fig. 11.21: IT Staff - Keeping Computers New (Forecast on a 3 Year Cycle)
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Special Function Hardware Replacement Plan
One of the charges of the Technology Department is to ensure that the college maintains cutting-‐edge technology. This requires continuous updates of equipment.
The proposed hardware replacement budget for a four year replacement cycle is shown in îgure 11.22. Counts are based upon number per room. Computers greater than îve years old were acquired prior to 2007; 1-‐5 years old were acquired between January 2007 and December 2010; and less than one year old were acquired between January 2011 and December 2011.
Instructional
3700
Administrative
1371
2775
1850
3621
166
904
925
1472
980
0
> 5 yrs old
1-5 yrs old
< 1 yr old
Fig. 11.22: Hardware Replacement College-wide
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IT Staff Computers
Enterprise Servers
Infrastructure Servers
$700,000
$630,000
$560,000
$490,000
$420,000
$350,000
$280,000
$210,000
$140,000
$70,000
$0
FY 2013
FY 2014
FY 2015
FY 2016
FY 2017
Fig. 11.23: IT Server/Computer Updates (Forecast)
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CHAPTER 12
Conclusions & Summary
“Power corrupts. Absolute power is kind of neat.” -‐John Lehman
This newest iteration of the college’s Strategic Technology Plan is really about the achievement of the next version of the technology vision. The vision is a simple one: ‘Technology leadership through value creation.’ This vision will be realized through completion of the îve major initiatives described in this plan.
Although the strategic plan is essential and represents the truly big technology projects at the college, there are quite literally hundreds of operational projects underway in support of these and other college-‐wide initiatives and major projects.
The status of major initiatives, projects, and tasks is presented to the College President and the Chief Academic Ofîcer on a regular basis and to the Board of Trustees through the College President’s initiatives updates and corresponding strategic conversations of the Board of Trustees.
While most technology acquisitions and projects are managed through operational planning and budget processes, there are, from time-‐to-‐time, exceptions. These are typically large cost or signiîcant volume items. In FY 2012, major funding for administrative systems module replacement was identiîed outside the operational processes through assignment of undesignated board reserves. Technology refresh (Keeping Technology New) is now a recurring allocation. Appendix A of this plan estimates the raw number of devices/items anticipated for acquisition over the term of this plan. Other new projects are funded through savings from efîciency efforts and through the re-‐prioritization of existing technology budgets.
By necessity and function technology planning and operations include an overwhelming amount of seemingly cold logical decisions and binary determinations. The technology team leadership, however, does its work on the foundation of an “ethically intelligent framework consisting of îve (5) principles: Do no harm -‐ prevent harm when possible, minimize unavoidable harm; make things better -‐ improve the lots of others; respect others -‐ protect conîdentiality, tell Chapter 12: Conclusions & Summary
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the truth, honor promises; be fair -‐ give folks their due; be loving -‐ be kind, care, and have compassion.”94
We are also aware of the realities of the modern business environment and that Ashby’s dictum, or law of requisite variety applies, “...an organization should be as complex as its business requires.” 95 Complexity often seems impersonal so it is critical that leaders make every effort to ensure positive framing of strategic directions, creating “engaging visions of the future and convincing strategies of how to get there, appealing to positive emotions (that keep the amygdalea relaxed), nudging people into continuous problem solving and learning,” making the organization adaptive and agile.96
The objective of the technology team is to create maximum value through technology, this requires a competent, intelligent, and motivated workforce that is “in the zone” optimizing ^low, the completion of complex tasks with ease where Flow = Skill/Challenge.97
This strategic technology plan is designed to address all of the major trends and issues presented in the îrst chapter. The future holds marvelous technological advances and opportunities for the college. It is a truly exciting time to lead.
Through completion of the major initiatives included in this plan, and continued vigilance on normal projects, the college will extend its success and technology leadership position well into the next decade.
94 B. Weinstein, Ethical Intelligence: Five Principles for Untangling Your Toughest Problems at Work and Beyond, (Novato: New World Library, 2011), p. 34.
95 W. R. Ashby, ‘Requisite Variety and its Implications for Control of Complex Systems’, Cybernetica, 1:2 (1958), pp. 83-‐99.
96 C. Feser and D. Vasella, Serial Innovators: Firms that Change the World, (Hoboken: John Wiley & Sons, Inc., 2012), p. 145.
97 Kevin Evers, ‘Finding the Zone’, Harvard Business Review, (2012), p. 141.
Chapter 12: Conclusions & Summary
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APPENDIX A
Next Generation Technology Standards & Acquisitions*
“A lot of things are changed or going to be changed very soon. We have revolution now.” -‐Oleg Table A.1: Potential Future Purchases*
Manufacturer Model/Type
Estimated Annual
Apple iMac & Mac Mini
2800
Apple MacPro
200
MacBook (Air & Pro included)
600
Oracle and Dell SAN
100
Oracle/Sun Servers
100
Dell Servers
100
Dell Optiplex
500
Dell Precision
100
Dell Laptops
100
*Actual acquisition is intended to be based upon the then-‐current versions of these models, inclusive of the balance of manufacturer’s product line
Table A.2: Application Subscriptions
Solution/Product/Service
Description
Apple Education Licensing Program
Software site licensing (OS, Server, iWork, iLife)
Citrix Software
Virtualization, infrastructure, collaboration, and
licenses
Microsoft Campus Agreement
Microsoft Office, OS, Server, Exchange, ILM
Microsoft Developer Network (MSDN)
Developer subscriptions for Microsoft software
environment
Appendix A: Next Generation Technology Standards & Acquisitions | Approved: Thursday, September 6, 2012
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Table A.3: Cloud & Hosting
Description
Acalog Software Suite & Service
Academic college catalog management and support
application
Amazon Web Services (AWS)
Cloud based services including web applications,
storage, backup and ISP support
BMC Services
Cloud and hosting services
Concord XiTracs
Software application used by the HR department to
collect, review, and publish reaffirmation and
compliance information required by SACS. HR and
the Office of Institutional Effectiveness collaborated
on the purchase and deployment of this software
Desire2Learn
Learning management system (LMS)
Google Cloud Connect
Web-based collaboration tool
HP Cloud
Cloud based application support services
Hyland Software OnBase
Digital document imaging and management provider.
Instructure Canvas
IntelliResponse
Self-service question and answer platform ("Just
ask!" and "Just ask IT!")
Intelliworks
Recruitment and enrollment management application
system
Kaltura
Digital media management and delivery
Linden Lab SecondLife
Annual renewal of Florida State college at
Jacksonville Online Island Classroom in Second Life
Microsoft Azure
Microsoft SQL database hosting
Microsoft Live@edu
Email, storage and web hosting service
Monet Software
Call Center reporting and staff management service
for the Welcome Center
Moodlerooms
MyEz Appointment
Web based appointment application utilized for
supporting student testing, advising and related
systems
Northwest Regional Data Center
Cloud and hosting services
Peak 10
Application hosting and backup provider
Regent Education Financial Aid - Diamond Cloud/ Financial aid application system
Saas
Salesforce.com
Web-based collaboration tool
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Description
SilkRoad
Talent management solution.
Streaming Media
Streaming media
Tessitura
Tessitura enables internet capability for ticketing
processing
WEAVEOnline
Software application used by the college for
developing and maintaining continuous improvement
processes for both the academic and administrative
structures; requested and deployed by the Office of
Institutional Effectiveness.
Workday
Human capital management/Finance/Payroll system
Table A.4: Content Subscriptions
Description
Comcast
TV & telecommunication services
DirectTV
TV & digital communication services
FirstCom
Production music library
HughesNet
TV & digital communication services
iStockphoto
Image library
Killer Tracks
Production music
Lynda.com LyndaPro
Academic software: online training tutorials for
college-wide Faculty Resource Centers and staff
Omni Music
Production music library
OReilly ETech & Safari Online Library
Technical reference manuals online
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Table A.5: Enterprise Applications
Description
Advanced Data Systems
Imaging
Blackboard Academic Suite
Learning Management System (LMS) which includes
learn, collaborate, connect, transact, analytics, and
mobile platforms.
Lyris List Manager
SPAM service for marketing
Mediawiki Wiki Server
Wiki application framework
Moodle
Open source learning management system (LMS)
Oracle PeopleSoft Enterprise
Enterprise Resource Planning (ERP) system
Symphony Ensemble Video CMS
Digital Content Management System
Wolffpack FINANCIER
Enterprise financial aid application
Table A.6: Hardware & Infrastructure
Description
8e6 Technologies (Internet Filter & Reporter)
Internet content filter (being replaced by Palo Alto)
Agilysys Applications
Hardware and software support for college systems.
Includes applications, services, software and servers.
AMX Control Equipment
Remote control/device automation equipment
Apple Desktops & Laptops
MacBook Pro, iMac, Mac Mini, MacBook Air, Mac Pro
Apple Mobile Devices & Peripherals
iPads, iPhones, iPods, Apple TV (all models and
related accessories)
Axis Security Cameras
Security cameras
Blackmagic Design
Design control surfaces
Cisco Appliances
Miscellaneous Cisco servers and network hardware
Cisco Network Hardware
Network hardware
Cisco Phone System Hardware
Phones & servers
Cisco Video Conference & Signage Hardware
Video conferencing, telepresence and digital signage
hardware
Citrix Appliances
Citrix virtualization servers
Crestron Control Equipment
Dell Appliances
Special use servers
Dell KACE Appliance
Image and inventory
Dell Peripherals
Miscellaneous Dell parts
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Description
Dell Servers
Servers (Intel)
Dell Workstations
Computers (Intel)
Duet LEX
Character generator & hardware maintenance
EMC Appliances
Miscellaneous servers
EMC Servers
Servers (Intel)
Extron Control Equipment
Google - Search Engine Appliances
Search engine appliance
HID Door Security Products
Door security hardware
Juniper Switches
Server storage switches
Oracle Servers
Oracle servers (x86 Servers, SPARC T-Series, SPARC
Enterprise M-Series)
Palo Alto Appliances
Internet content filter and bandwidth shaping hardware
Panduit
Cables, parts, & tools
RED Digital Cinema Camera Company
High resolution camera solutions
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Table A.7: Lab & Local Applications
Description
3M Health Information System
Academic Software: 3M web coding and
reimbursement system. Software provides students
with the opportunity to practice workforce coding
skills related to Health Care program.
A.D.A.M. Inc. Interactive Anatomy & Physiology
Academic Software: Interactive anatomy &
physiology for online students
A.N.D. Technologies PCounter Pro
Pay for print software
Access Data Corporation Mobile Phone Examiner Academic Software: Cell phone forensics software.
Software
Used in the Computer Forensics program.
Adobe
Creative Suite 5 or current, Master Collection,
Production Premium, Web Premium, Design
Premium or any product individually
Ai Squared ZoomText
Academic Software for Disabled Student Services.
Zoomtext magnifier/reader enlarges and enhances
everything on your computer screen, making all
applications easy to see and use. With Reader,
Zoomtext reads your documents, web pages, and email through computer's speakers.
AMS Ocean Studies
Academic Software: American Meteorological Society
Ocean Studies course website delivers weekly ocean
news, current ocean data and graphics, and satellite
imagery in real time throughout the year. Used in
Oceanography lab course.
Apple Software
Motion, Shake, Logic, Remote Desktop, Final Cut
Pro, QuickTime Pro, Remote Access, MobileMe, Pro
Applications, AppleWorks, Final Cut Express, Logic
Express, Soundtrack, MainStage, WaveBurner,
Soundtrack Pro and Compressor.
Autodesk Mayer and AutoCAD
Autodesk Products include: AutoCAD, 3ds Max,
Autodesk Maya, Autodesk Alias, Entertainment
Creative Suite, and balance of product line @ http://
usa.autodesk.com/
CambridgeSoft
ChemACX database and ChemDraw Pro, Inventory
Ultra. Software used for Bioinformatic courses
Cambrium Learning Group Kurzweil 3000
Kurzweil 3000 is a scanning, reading, writing and
learning solution for students with learning disabilities
or reading difficulties.
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Description
Camtasia
Academic Software: Record anything you see on
your screen, edit into a professional screencast you
can share instantly. In use by college-wide Faculty
Resource Centers.
CCC Pathways Collision Repair
Academic Software: Students practice workforce
skills in use of electronic estimating system. Used in
Automotive Program.
Colasoft Capsa Enterprise
Academic Software: Capsa Enterprise is a packet
analyzer software developed for network
administrators to monitor, troubleshoot, and analyze
traffic of wired & wireless networks. Used in the
Networking Bachelors Program.
Deep Freeze
Classroom computer security software
Elsevier HESI Testing Software
Academic Software: entrance and exit testing for
Nursing Program
Elsevier MC Strategies Webinservice
Academic Software: The Webinservice.com content
library includes thousands of lessons in areas
ranging from coding/compliance and HIPAA to
nursing and network security/IT. Software related to
Health Care program.
ESRI ArcInfo/ArcGIS Mapping Software Suite
Academic Software: Geographic Information
Systems mapping software suite. Used in GIS
courses.
Final Draft
Academic Software: Screenwriting software used in
the Digital Media Program
Freedom Scientific JAWS Screen Reading
Software
JAWS is a screen-reader software that works with
Microsoft Office Suite tools for word processing,
spreadsheets, and presentation creation.
Google Applications Suite
Google Earth Pro and Google Sketchup Pro
Houghton Mifflin Harcourt SkillsTutor
Academic Software: SkillsTutor is a key component
of a comprehensive student improvement program
used in Academic Success Centers as well as Adult
Studies Program.
Inkling
Interactive textbooks
Insight Hummingbird
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Description
Invensys Wonderware InTouch HMI
Academic Software: Wonderware is a brand of
industrial automation and information software
products used in many industries for production
management, preformation management, integration
with asset management, supply and demand chain
and BPM/workflow applications. Used in Engineering
Technology program.
iParadigms Turnitin
Academic Software: Turnitin is the leading academic
plagiarism detector, utilized by teachers and students
to avoid plagiarism and ensure academic integrity.
Used across all Blackboard courses.
Jungle Software Gorilla
Academic Software: Production software to handle
budgeting, scheduling, locations, editing notes, and
film submissions. Used in the Digital Media Program.
LD Assistant
Academic Software: Design and drafting professional
CAD solution for entertainment lighting, event
planning, and scenic design. Used in the Fine Arts
Program.
Learning A-Z
Learning A-Z(Reading, Raz-kids, Vocabulary,
Writing , Science, and Reading-Tutors)
Lyric Pro
Character generator
Math Type
Academic Software used in Math and Chemistry
courses to allow the creation of mathematical
notation for inclusion in desktop and web applications
MathCad
Academic Software used in Math and Chemistry
courses to allow the creation of mathematical
notation for inclusion in desktop and web applications
Mathimatica
Academic Software: Mathematica is a computational
software program used in scientific, engineering, and
mathematical fields and other areas of technical
computing. Specifically requested in support of the
BioMed Program.
McGraw-Hill ITTS
Academic Software: ITTS="Instruction Targeted for
TABE Success" prepares adult learners for the Tests
for Adult Basic Education (TABE), a diagnostic tool
used to determine a person's skill level and aptitude.
McGraw-Hill Pre-GED/GED
Classroom software
Mitchell 1 Automotive Program
Academic Software: OnDemand5.com & TractorTrailer.net. Web accessible software for automotive
service, repair & management. Used in Automotive
Program.
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Description
National Instruments Academic Suite Licenses
Academic Software: Maintenance for circuits used in
the Engineering Technology Program.
NETRESEC NetworkMiner
Academic Software: Network Forensic Analysis Tool
for Windows. Used in the Networking Bachelors
Program.
NetSupport School & Assist
Academic Software for classroom management,
training, monitoring, and remote control. Used in
courses college-wide.
OmniGroup
OmniPlan, OmniWeb, OmniGraffle, & OmniOutliner
Open Book
OpenBook converts printed documents or graphicbased text into an electronic text format making
graphics-based text accessible to the visually
impaired.
OpenText HostExplorer
Terminal emulation software supporting access to
ORION through terminal emulation.
OpenText HostExplorer
Terminal emulation software supporting access to
ORION through terminal emulation.
Oracle Academy
Academic Software: Online training in the
fundamentals of database and Java technology.
Used in the Information Technology Program.
Peachtree Complete
Academic Software: Accounting software program
provides in-depth inventory, job costing, electronic bill
pay, and bank reconciliation. Used in Accounting
Technology Program.
ProfCast
Academic Software: Ideal tool for recording and
publishing your live presentation. In use by the North
Campus Faculty Resource Center.
QuickBooks Pro
Academic Software: Business accounting software
provides students with the opportunity to practice
workforce skills by illustrating how accounting
information is created and used.
Real Flow
Simulation Development Tool
Red Giant Magic Bullet Suite
Academic Software: Professional Toolkit for
filmmakers everywhere. Used in Kent Campus
Faculty Resource Center.
Rockwell Toolkit
Academic Software designed to give system
integrators economical access to the Rockwell
Automation products and technologies. Used in
Engineering Technology Program.
Rosetta Stone
ESOL Program Use Only
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Description
Secure ACS Express
Academic Software:
Sibelius Auralia
Academic Software: Complete ear training for
classical and contemporary musicians of any age
and ability. Used in the Fine Arts program at South
Campus.
Sibelius Musition
Academic Software: Complete music theory training
& testing software for anyone learning or teaching an
instrument. Used in the Fine Arts program at South
Campus.
Siemens SIMATIC STEP 7 Professional
Academic Software: Step 7 Pro is the comprehensive
engineering solution for SIMATIC Controllers. Used
in Engineering Technology Program.
Sigma Internet Netlab
Academic Software: NetLab is the product supported
by Cisco Academy and provides an online solution
for some of the Cisco courses/labs.
Tax Navigator
Administrative Software purchased by college's
Finance Department
Telestream Digital Media Products
FlipFactory, Flip4Mac digital media tools
TI-SmartView Emulator
Academic Software: Complements the TI-83 and
TI-84 families of graphing calculators, letting the
educator project an interactive representation of the
calculator's display to the entire class. Used in Math
courses.
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Table A.8: Services & Support
Description
Accelebrate
Customized web application training provider.
ADT Services
Door security and security camera Installation and
services
Apple Services & Training
Includes maintenance and warranties agreements
Bell Tech Logix
Service helpdesk and inventory solution
Blackboard Services
Blackboard professional service
Blackboard Student Services
Helpdesk
Cisco Services
Cisco Engineering services
Cisco Smartnet
Server and network equipment maintenance and
software upgrades
Citrix Services
Citrix Engineering services
Dell Services
Implementation and System Engineering services
EMC Services
SAN and backup Engineering services
Emtec
Computer inventory, deployment, configuration, and
technical repair services
Enterprise Integration
Service helpdesk and inventory solution
Liferay
Portal application framework
Mac Specialist
Apple Authorized service, support, and training
Microsoft Services & Training
Microsoft services & training
Oracle Training & Support
Oracle training and support
Presidio Engineering Services
Network and telecommunications Engineering services
Symantec Training & Support
Symantec training and support
Tempest Interactive Media
Web design
Tools4ever
Programing services
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Table A.9: Systems & Database Products
Description
Adobe Flex
Open source application framework for development of
mobile and traditional web applications.
Adobe RoboHelp
Web-based help/technical documentation tool used in
portal applications
Alchemy Net COBOL
COBOL development environment supporting legacy
COBOL applications.
Atlassian (Confluence, Jira, Crowd, Greenhopper)
Atlassian product suite providing issue/project
management, wikis, collaboration and application
development tools.
Avicode
Application monitoring for portal
Axceler Control Point
Sharepoint portal administration and support toolset.
Balsamiq Studio Mockups
Business and technical process visual development
toolset
BlackBerry Enterprise Services
Blackberry server software
Bluesocket
Wireless Authentication
BMC Control-m
Batch job scheduling automation and process
management application toolset
C-cure Security Software
Door security software
CA ERwin Data Modeler
Database modeling and development toolset
ChartFX (SoftwareFX)
Graphing/Charting tool for portal applications
Cisco Servers
Servers
Cisco Software
Network management software
CoSort
Data-processing and sorting application providing
services for batch processes
Cronus ESP Batch
management application toolset
Dell Software
Miscellaneous Dell management software
Eclipse
Application development environment used primarily
for Java and Natural application development. This is
also under Dennis as MyEclipse which is the name of
the product we purchase support for
EditShare
Complete collaboration, end-to-end media asset
management, high-performance shared storage, and
archiving solution
Embarcadero
Oracle database management toolset
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202
Description
EMC Software
SAN and backup Engineering services
IBM Cognos
Software application for interacting with data and
creating reporting, dashboards, scorecards, statistical
analysis, etc
Idera (SQL Diagnostic Manager)
SQL server diagnostic utilities
Information Builders WebFOCUS
Software application that delivers rich, consumable,
interactive information to the widest range of
employees, managers, analysts, partners, and
customers via solutions such as dashboards, portable
analytics, and ad hoc reporting.
IP IPCelerate
E911 call alerting and Zone paging software
JAMF Casper Software
Computer software and image distribution, inventory
and mobile application management
Mail Essentials
Email software tools
Microsoft BI and Performance Point
Bundle of software applications that provide data
analysis, employee self-service, dashboards,
scorecards, collaboration, reporting, data integration,
data warehousing, predictive analytics, and data
mining
Microsoft Sharepoint, Biztalk, Server & Virtual
Machine
Portal, web page and Business Process Management
and workflow software
Microsoft SQL Server
Enterprise database software
Milestone Security Camera Monitoring
Security camera recording software
MyEclipse
Application development tool (IDE)
MySQL
Open source relational database application
Oracle AmberPoint
Service Oriented Architecture (SOA) management,
business transaction management and run-time SOA
Governance applications
Oracle/Sun Software Portfolio
Oracle/Sun operating system and associated toolset
(Solaris)
OSM Cosbatch
services for batch processes
Quest Software
Active Directory migration manager and exchange
migration manager
Red Hat Enterprise Linux
Linux operating system (OS)
Respondus & StudyMate
Learning management system (LMS) utilities
supporting learning and assessment
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Description
SAP Crystal Reports
Software application for interacting with data and
creating reporting, dashboards, scorecards, statistical
analysis, etc.
SAS
Software application that provides business analytics
tools. Used by the state reporting team to run the local
version of the state's edit programs. Crucial to the
success of the team.
Software AG Adabas
Enterprise database system (ORION).
Software AG Aris Suite
Process management and performance toolset to
include Business Architect, Business Design, IT
Architect, Mash Zone, Business Optimizer, Process
Performance Manager, Business Simulator, Process
Governance.
Software AG Event Replicator
Adabas replication utility.
Software AG Natural Construct
Natural application development utility.
Software AG Natural for Ajax
Web development utility.
Software AG Natural Portfolio
ERP support applications to include Natural Runtime,
Engineer, Natural for Eclipse, Entire Access, and
Natural Business Services Productivity Package,
NaturalOne
Software AG Natural Security
ERP Security Application and Systems Support.
Software AG Predict
Adabas database dictionary.
Software AG SOA Gateway
ADABAS SQL services provider.
Software AG webMethods Suite
Process management and systems integration suite
including Business Process Management (BPM),
Integration Server, Optimize for Process/Infrastructure,
OneData (MDM), Business Events (KPI), Trading
Networks, CentraSite and other prerequisite and
corequisite components.
Solarwinds
Network Monitoring and Alerts
Sophos
Antivirus Software
Sorenson Media
Video Delivery Network Platform
Specops
Password Change and Recovery Software
Symantec NetBackup
Backup application system.
Syncsort
services for batch processes.
Tetrad OPX
management application toolset.
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Description
Treehouse Software, Inc.
ADABAS and Natural open systems development and
monitoring tools (ADASIGHT, EAV, Chart).
VMware Products
Virtualization Software
Xmedius
Fax Software
Zoom
Call Recording Software
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APPENDIX B
Workstation Standards
“…beware of men bearing magical machines and a list of hopeful prophecies attached.” -‐David Shenk
Technology Construction Requirements
For the current process, reference the Technology Construction Requirements in the Employee Portal.
Table B.1: Technology Department Construction Specifications Contacts
Name
Group
Title
Email
Phone
Primary: John
Slevin
Enterprise Systems
Lead Network
Infrastructure &
VOIP SE Information
Transport Systems
[email protected] 904.997.2993
Secondary: John D. Enterprise Systems
(J.D.) Hudnall
Network
Infrastructure
Engineer Information
Transport Systems
Specialist
john.d.hudnall@fscj.
edu
Tertiary: Ron Smith Enterprise Systems
AVP of Computing
[email protected]
Infrastructure Security, Compliance
& CSO
904.997.2943
904.997.2997
Introduction
Purpose
The purpose of this document is to provide documentation to cabling professionals interested in providing Florida State College at Jacksonville commercial building structured cabling. The section includes: product speciîcations, minimum product performance, structured cabling design considerations, and installation guidelines.
Appendix B: Next Generation Technology Standards & Acquisitions
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The information contained in this document is based on our experience to date and is believed to be reliable. It is intended as a guide for use by persons having technical skill and is to be used with their own discretion and risk. Dimensions contained herein are for reference purposes only. For speciîc dimensional requirements consult the factory. Applicable Standards
The following industry standards are the basis for the structured cabling system described in this document. The list is incorporated by this reference to them.
TIA/EIA
•
•
•
•
•
•
•
•
•
•
TIA/EIA-‐568-‐B TIA/EIA-‐568-‐B.1 TIA/EIA-‐568-‐B.2 TIA/EIA-‐568-‐B.2 TIA/EIA-‐568-‐B.3 TIA/EIA-‐569-‐A TIA/EIA-‐606 TIA/EIA-‐607 Commercial Building Telecommunications Cabling Standard General Requirements
Balanced Twisted Pair Cabling Components Standard
Transmission performance for 4 pair 100 Ώ category 6
Optical Fiber Cabling Components Standard
Commercial Building Standard for Telecom
Pathways and Spaces
Administration Standard for the Telecommunications
Infrastructure of Commercial Buildings
Commercial Building Grounding/Bonding Requirements
National Electric Code (NEC)-‐2002
Generic Cabling for Customer Premises
NFPA
•
NFPA-‐70 ISO/IEC
•
ISO/IEC 11801 The most recent versions of all documents apply to this project. If there is a con^lict between applicable documents, the order above shall dictate the order of precedence in resolving the issue unless an enforceable local or national code is in effect.
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Additional Support
PanGen™ System Warranty
A PanGen™ System Warranty shall provide a complete system warranty to guarantee end-‐to-‐
end high performance cabling systems that meet application requirements. The guarantee shall include cable and connectivity components and have one point of contact for all cabling system issues. The system shall be warranted for a period of at least 25 years. Contractor Agreement
In order for the structured cabling system or additional links to be eligible for warranty coverage, an installation company trained and certiîed by BICSI, PANDUIT ® and General Cable must install them. The contractor shall have completed standards based product and installation training. A copy of the BICSI Certi;icate, PCI Certi;icate or PanGen™ Installer Certi;icate shall be submitted in the proposal. Telecommunication Network System Requirements
Description
The structured cabling system shall consist of any one or all of the following structured cabling elements or subsystems:
•
•
•
•
•
•
•
Work area
Horizontal cabling
Telecommunications room (or horizontal cross connect)
Backbone cabling
Equipment room
Entrance facility
All cable support structure Supported Applications
The structured cabling system shall be capable of supporting and/or integrating the following:
•
•
•
Analogue and digital voice applications
Data applications
Local area network services
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•
•
•
Wide area network services
Video services
Low voltage devices for building controls
The applications that shall be supported include, but are not limited to:
•
•
•
•
•
•
Data Communications
• Token Ring (IEEE 802.5)
• Ethernet (10 Base-‐T, 100 Base-‐T, 1000 Base-‐T)
• 100 Base VG Any LAN
• ATM (155 Mbps, 622 Mbps)
• Fiber Distributed Data Interface (FDDI)
• Twisted Pair-‐Physical Medium Dependant (TP-‐PMD)
• IBM System 3X
• IBM AS/400
• AppleTalk
• Arcnet
• ISDN
• CDDI
• Any other application designed to run on a generic structured cabling system designed and installed to TIA or ISO structured cabling standards
Data Processing
• Mainframe access client server, enterprise server, messaging systems and electronic mail, client database, etc
Voice Applications
• Digital and analog PBXs and key systems
Video
• Analogue video, digital video, and video conferencing
Building Services
• Heating, ventilation, and air conditioning (HVAC) monitoring and control
• Lighting monitoring and control
• Motion sensors
• Public address and paging systems
• Security
• Access control systems
• Other low voltage devices
Multiple Services
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• The structured cabling system shall also support backward and forward migration of applications with minimal disruption to existing services or personnel, allowing for quick moves, adds, and changes
Additional Requirements
•
•
•
•
Categorized copper product shall be used in conjunction with general cable of equivalent or higher category cable as veriîed by ETL, UL or PANDUIT ® engineering
All structured cabling products shall be installed according to any applicable instructions
All networks and other applications shall be installed per applicable standards and manufacturers’ guidelines and transmitted over the appropriate minimum Category copper cable or îber cable for which it was intended to operate on
All applicable local, state, national, and federal electrical and îre safety standards shall be adhered to during and after installation
Work Area Subsystem
The work area shall consist of the connectivity equipment used to connect the horizontal cabling subsystem and the equipment in the work area. Both copper and îber media shall be supported. The connectivity equipment shall include the following options:
•
•
•
Patch (equipment) cords and modular connectors
Outlets and surface mount boxes
Surface raceway and outlet poles
Patch Cords and Modular Connectors
The modular connectors and patch cords will be chosen to match the horizontal cabling medium and rating. The same manufacturer shall provide the modular connectors and patch cords. The total patch cord length at the work area is not to exceed three meters (10 ft). Exception: When implementing an open ofîce cabling system as speciîed under TIA/EIA 568-‐B (see section 3.4).
Copper
The PANDUIT ® MINI-‐COM ® network cabling system or AVP of Computing Infrastructure approved equivalent shall be used for the Work Area subsystem, including all modular connectors. The network cabling system shall be comprised of modular connectors in support of high-‐speed networks and applications designed for implementation on copper cabling. All outlets shall utilize Appendix B: Next Generation Technology Standards & Acquisitions
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fully interchangeable and individual connector modules that mount side-‐by-‐side to facilitate quick and easy moves, adds and changes. Category 6 UTP
MINI-‐COM ® TX6 TM Plus jack modules shall be Category 6 modules featuring eight positions that shall be used in all work areas and shall exceed the connector requirements of the TIA/EIA Category 6 standard. Jack module shall use forward motion termination to optimize performance by maintaining cable pair geometry and eliminating conductor untwist. The termination cap shall provide strain relief on the cable jacket, ensure cable twists are maintained to within 1/8” (3.18mm) and include a wiring scheme label. The wiring scheme label shall be available with both T568A and T568B wiring schemes. All terminations shall use the T568B (B) wiring scheme. The modules shall terminate four pair 22 -‐ 26 AWG 100 ohm solid unshielded twisted pair cable. The modules shall be universal in design, including complying with the intermatability standard IEC 60603-‐7 for backward compatibility. Category 6 modules shall have UL and CSA approval. The modules shall have ETL veriîed Category 6 performance and ISO Class E performance (as deîned in ISO/IEC 11801) in both the basic and channel links. They shall be universal in design, accepting six or eight pair modular plugs without damage to the outer module contacts. The modules shall be able to be re-‐terminated a minimum of 10 times and be available in 11 standard colors for color-‐coding purposes with the preferred color being blue (CJ688TGBU). The module shall snap into all MINI-‐COM ® outlets and patch panels. The module shall include an ivory colored base to signify Category 6 330 MHz performance.
Table B.2: Category 6 UTP Part
Part Number
Style
Category
Colors
CJ688TG**
RJ45
6
11
** Designates color PanGen TM Category 6 patch cords shall be factory terminated with modular plugs featuring a tangle-‐free latch design and clear strain-‐relief boots to support easy moves, adds and changes. Each patch cord shall be 100% performance tested at the factory to the TIA/EIA Category 6 standard. The patch cords shall come in standard lengths of three, îve, seven, 10, and 14 feet and Appendix B: Next Generation Technology Standards & Acquisitions
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six standard colors of Blue, Green, and Red. Red (**=RD) shall be used for Enterprise equipment, Blue (**=BU) shall be used for Staff Connections, and Green (**=GR) shall be used for Student Connections. Table B.3: PanGen™ Category 6 Patch Cords
Part Number
Length (ft)
Length (M)
UTPSP3**Y
3
0.91
UTPSP5**Y
5
1.52
UTPSP7**Y
7
2.13
UTPSP10**Y
10
3.04
UTPSP14**Y
14
4.27
** Designates color Additional Copper Cabling Connectors
Additional MINI-‐COM ® modules for copper shall include the following:
•
•
•
•
•
50 and 75 Ohm BNC coax coupler modules, male-‐male
F-‐Type coax coupler module, male-‐male threaded
RCA connector modules with black, red, yellow, and white inserts Solder pass through and punchdown termination types
S-‐Video connectors modules -‐ coupler and punchdown termination types
Blank module to reserve space for future additions
The connectors shall snap into all MINI-‐COM ® outlets and patch panels.
Table B.4: Additional Copper Cabling Connectors
Part Number
Style
Medium
Termination
Style
Colors
CMBA**
BNC
Coax
Coupler
5
CMBA75**
BNC
Coax
Coupler
5
CMFBA**
F-Type
Copper
Coupler
5
CMFSR**
F-Type
Copper
Coupler
5
CJRR**
RCA - red
Copper
Punchdown
5
CJRY**
RCA - yellow
Copper
Punchdown
5
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Part Number
Style
Medium
Termination
Style
Colors
CJRW**
RCA - white
Copper
Punchdown
5
CMRPR**
RCA - red
Copper
Pass through
5
CMRPY**
RCA - yellow
Copper
Pass through
5
CMRPW**
RCA - white
Copper
Pass through
5
CMSVC**
S-Video
Copper
Pass through
5
CJSV**
S-Video
Copper
Punchdown
5
CMB**
Blank
-
-
5
** Designates color
Fiber Optic
The PANDUIT ® MINI-‐COM ® network cabling system or AVP of Computing Infrastructure approved equivalent shall be comprised of PANDUIT ® Fiber Optic modular connectors in support of high-‐speed networks and applications designed for implementation on multimode (50/125µm) glass îber cabling.
All outlets shall utilize interchangeable and individual connector modules that mount side by side to facilitate quick and easy moves, adds, and changes. Approved components of the Fiber Termination Hardware for the Work Area Subsystem shall include but are not limited to:
LC small form factor (SFF) îber optic adapters with integrated panel retention clips are TIA/
EIA-‐604 FOCIS-‐10 compatible. Each LC simplex adapter shall connect one LC connector pair in one module space. Each LC duplex adapter shall connect two LC connector pairs in one module space. LC adapters and adapter modules shall include phosphor bronze split sleeves for multimode applications or zirconia ceramic split sleeves for singlemode applications.
Standards requirements: TIA/EIA-‐604 FOCIS-‐10 compatible; exceeds TIA/EIA-‐568-‐B.3 requirements
Split sleeve material: Phosphor bronze or zirconia ceramic (required for singlemode applications)
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Insertion loss: .1dB average (multimode and singlemode); supports the performance of FOCIS-‐10 compliant connectors/patch cords
Return loss: Supports singlemode (>40dB for SPC and >55dB for UPC) and multimode (>20dB) connector polish performance
Table B.5: Fiber Optic
Part Number
Description
FADSLCEI-L
LC Sr/Sr. Dupl Fiber Optic Adapter El (Phos)
Outlets and Surface Mount Boxes
The outlets and surface mount boxes shall support the network system by providing high-‐
density in-‐wall, surface mount or modular ofîce furniture cabling applications. The outlets consist of faceplates for ^lush and recessed in-‐wall mounting as well as mounting to the modular ofîce furniture systems. The surface mount boxes can be mounted where in-‐wall applications are not possible or to support applications where surface mount is the best option. All outlets shall utilize fully the interchangeable and individual Mini-‐Com® connector modules that mount side by side to facilitate quick and easy moves, adds and changes. All outlets shall be manufactured from high-‐impact thermoplastic material with a U.L. ^lammability rating of 94 HB or better. All outlets and surface mount boxes shall be available in four colors including Off White (IW), Electrical Ivory (EI), White (WH) and International Gray (IG).
Faceplates
MINI-‐COM ® Executive Series Faceplates shall be one, two, four and six port vertical single gang and 10 port vertical double gang faceplates with combination head screws, screw covers, labels, label covers and a curved, designer appearance. The faceplates shall mount to standard U.S. NEMA boxes and adapters with screw-‐to-‐screw dimensions of 3.28" (83.3mm). The insert labels shall meet UL 969. Each faceplate shall accept MINI-‐COM ® modules that can be individually inserted and removed as required.
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Table B.6: Faceplate Modules
Part Number
Gang
Number of Modules
CFPE1**
Single
1
CFPE2**
Single
2
CFPE4**
Single
4
CFPE6**
Single
6
CFPE10**-2G
Double
10
** Designates color Modular Furniture Faceplates
MINI-‐COM ® Modular Furniture Faceplates shall be four-‐port ^lat or angled and two port angled faceplates that snap directly into TIA/EIA standard furniture openings. The two port, angled faceplate shall provide a 45° slope to the side, in-‐line with the cable running through the furniture channel. If required, an extender shall be used with the four port ^lat faceplate to provide 12.7mm (0.5”) additional depth. Each faceplate shall accept MINI-‐COM ® modules that can be individually inserted and removed as required. Table B.7: Modular Furniture Faceplates
Part Number
Number of Modules
Orientation
CFFP4**
4
Flat
CFFPA2**
2
Sloped
CFFPL4**
4
Flat with Label
CFFPLA4**
4
Sloped with Label
** Designates color Appendix B: Next Generation Technology Standards & Acquisitions
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Faceplate Frames and Inserts
MINI-‐COM ® Executive Series Faceplate Frames shall be vertical, single and double gang frames with combination head screws, screw covers, labels, and a curved designer appearance. The faceplates shall mount onto standard U.S. NEMA boxes and adapters with screw-‐to-‐screw dimensions of 3.28" (83.3mm). Each faceplate frame shall accept ^lat, sloped, sloped shuttered, sloped recessed and blank 1/2 and 1/3 size module inserts that can be individually inserted and removed as required from the front of the frame without removing the frame.
Table B.8: Faceplate Frames and Inserts
Part Number
Gang
Number of Modules
CBE**
Single
Up to 6
CBE**-2G
Double
Up to 12
** Designates color Stainless Steel Faceplates
MINI-‐COM ® Stainless Steel Faceplates shall be two, four and six-‐port vertical single gang and four, eight and 10 port double gang faceplates with combination head stainless steel screws. The faceplates shall mount to standard U.S. NEMA boxes and adapters with screw-‐to-‐screw dimensions of 3.28" (83.3mm). Faceplates shall be ^lush mounted for clean look. Stainless steel material shall be riveted to high impact ABS backing to provide a durable faceplate with brush înish. Each faceplate shall accept individual copper and îber optic connector modules that can be individually inserted and removed as required.
Table B.9: Stainless Steel Faceplates
Part Number
Gang
Finish
Number of Modules
CFP2S
Single
Stainless steel
2
CFP4S
Single
Stainless steel
4
CFP6S
Single
Stainless steel
6
CFP4S-2G
Double
Stainless steel
4
CFP8S-2G
Double
Stainless steel
8
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Part Number
Gang
Finish
Number of Modules
CFP10S-2G
Double
Stainless steel
10
Surface Mount Boxes
MINI-‐COM ® Low Proîle Surface Mount Boxes shall be one, two, four, six and 12-‐port low proîle surface mount boxes with a 28mm (1.1”) maximum height. All connections (with exception of the 12 port low proîle box) shall exit one side of the box, parallel to the wall. The boxes shall be capable of mounting with screws, adhesive, and/or magnets. The two port boxes shall include a removable blank for addition of a second port. The four, six and 12 port boxes shall include breakouts for use with PAN-‐WAY ® surface raceway and cable tie slots at each raceway entry point to provide strain relief on incoming cables. The four (except low proîle four), six, and 12 port boxes shall include tamper resistant screws that securely fasten the cover to the base and are concealed by screw covers and labels. Each box shall accept individual MINI-‐COM ® modules that can be individually inserted and removed as required. Table B.10: Surface Mount Boxes
Part Number
Number of Modules
Maximum Height
CBX1**-A
1
23mm
CBXJ2**-A
2
23mm
CBX2**-A
2
27mm
CBXC4**-A
4
23mm
CBX4**-A
4
28mm
CBXD6**-A
6
26mm
CBX12**-A
12
26mm
** Designates color MINI-‐COM ® Fiber/Multi-‐Media Surface Mount Boxes shall be six and 12-‐port surface mount boxes with all connections exiting one side of the box, parallel to the wall. The six and 12 port boxes shall contain a “captive” îber spool that maintains a minimum 25.4mm (1”) bend radius. The six and 12 port boxes shall store up to 24 meters of buffered optical îber. The boxes shall be capable of mounting with screws, adhesive, and/or magnets. The boxes shall include breakouts Appendix B: Next Generation Technology Standards & Acquisitions
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for use with PAN-‐WAY ® surface raceway on three sides and cable tie slots at each raceway entry point to provide strain relief on incoming cables. The boxes shall include tamper resistant screws that securely fasten the cover to the base and are concealed by screw covers and labels. Each box shall accept MINI-‐COM ® modules that can be individually inserted and removed as required. Table B.11: Fiber/Multi-Media Surface Mount Boxes
Part Number
Number of Modules
Maximum Height
CBXF6**-A
6
25mm
CBXF12**-A
12
46mm
** Designates color Other Outlet Components
MINI-‐COM ® “106” Frames shall be a two or four port frame that mounts onto U.S. NEMA standard junction boxes and wall board adapters with screw-‐to-‐screw dimensions of 3.28" (83.3mm) and behind NEMA standard “106” duplex electrical faceplates. Frame shall accept individual modules that can be individually inserted and removed as required. MINI-‐COM ® “GFCI” Frames shall be one, two, and four port frames that mount to wallboard adapters and behind NEMA standard “GFCI” electrical faceplates. Each frame shall accept individual connector modules that can be individually inserted and removed as required.
Table B.12: Other Outlet Components
Part Number
Number of Modules
Frame Type
CFG1**
1
GFCI
CFG2**
2
GFCI
CFG4**
4
GFCI
CF1062**
2
106 Duplex
CF1064**
4
106 Duplex
** Designates color
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Surface Raceway and Vertical Outlet Pole
Surface raceway and vertical outlet poles refers to a surface raceway system used for branch circuit wiring and/or data network, voice, video and other low-‐voltage cabling. Surface raceway shall be used in solid wall applications or for applications where moves, adds and changes are very typical to the work^low. The raceway system shall consist of raceway, appropriate îttings and accessories to complete installation per electrical and/or data drawings.
Non-‐metallic surface raceway is to be utilized in dry interior locations only as covered in Article 388of the NEC, as adopted by the NFPA and as approved by the ANSI. Multi-Channel (Coming Soon)
Single Channel (Coming Soon)
Outlet Pole
Outlet Poles refers to dual channel, ^loor-‐to-‐ceiling pole that provides convenient access to power and communication outlets. The Outlet Pole provides a ^loor space efîcient and MAC friendly solution to power and communication access in open ofîce, education, retail, factory, or warehouse applications. The outlet poles shall be available in 11’ or 13’ lengths.
Power and Communication Channels
The Power and Communications Pole channel shall be aluminum, in either off-‐white or electrical ivory color, with a cross sectional area of 2.90" X 1.77" with two separate compartments. One compartment is to be factory wired with two, (2) duplex style 20A, 125V NEMA 5-‐20R grounding-‐type speciîcation grade receptacles, and colored, to match the pole înish. Receptacles must be UL tested to meet the performance requirements of Fed. Spec. W-‐C695G General Speciîcation for Electrical Power Connectors and conform to NEMA speciîcation WD 1-‐7.01 to 7.10 “Heavy Duty General Use Grounding Receptacle.” Receptacles shall also be UL Listed and be in compliance with UL-‐498. The harness is to be single circuit (2 conductor plus ground) with #12 AWG solid type THHN conductors, factory assembled to the receptacles. Appendix B: Next Generation Technology Standards & Acquisitions
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Six-‐inch (6”) conductor leads are to be furnished for termination to the overhead wiring system. A power entry box with ½, and ¾ " conduit breakouts, and 8” removable plate must be provided at the top of the power compartment to facilitate the hard wiring of the pole harness.
The second compartment is to be for îeld installation of telephone or data network cabling. A nonmetallic cover, which is removable and easily cut to create an opening for installation of communications faceplates, shall be provided to enclose the channel. The channel shall accept Snap-‐On communication faceplates or a standard faceplate bracket capable of mounting a NEMA standard single-‐gang communications faceplate. The channel shall be capable of mounting up to six communication faceplates, providing up to 24 communication ports. Communication Only Channel
The Communications Only Pole shall be aluminum, in either off-‐white or electrical ivory color, with a cross sectional area of 2.90" x 1.77" with one compartment.
The compartment is to be for îeld installation of telephone or data network cabling. A nonmetallic cover that is removable and easily cut to create an opening for installation of communications faceplates shall be provided to enclose the channel. The channel shall accept Snap-‐On communication faceplates or a standard faceplate bracket capable of mounting a NEMA standard single-‐gang communications faceplate. The channel shall be capable of mounting up to six communication faceplates, providing up to 24 communication ports. Mounting Hardware and Fittings
A full compliment of mounting hardware and fittings for the Power and Communications Pole and
Communications Only Pole shall be provided. These shall include, but are not limited to, entrance end
fitting, which protects cable bend radius, for the top of the pole, ceiling trim plate, pole mounting
bracket, Velcro carpet gripper pad, and adhesive pad.
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Pan-Pole Outlet Pole Extensions Kits
Two extension kits will be made available to construct outlet poles of 16’ and 22’. Both kits consist
of a pre-wired PAN-POLE ™ and coupler, which attach to one of the standard 11’ or 13’ poles. Both of
these kits maintain the dual channel aluminum construction that provides the complete separation of
power and data.
Field Modification of Power and Communications Pole
The power and communications pole must be UL listed for field modifications, changes and
additions of receptacles, devices, and circuits. Field installed power device addition kits shall be
available to add duplex receptacles and shall be provided with plates that are color matched to the
appropriate power and communications pole.
Snap-‐On Communication Faceplates
Snap-‐On single-‐gang communication faceplates must be available to mount workstation device faceplates, inserts and specialty mounting bezels. The power pole manufacturer will provide a complete line of connectivity outlets and modular inserts for UTP (including Categories 5, 5e and 6*), STP (150 ohm), Fiber Optic, Coaxial, and other cabling types. The workstation inserts shall also have available a complete line of port and station identiîcation labels in a variety of colors that meet the requirements for ANSI/EIA/TIA 606.
Table B.13: Outlet Pole
Part Number
Description
Size
PCPA11R20**
Power & Communications Pole
11' L
PCPA13R20**
Power & Communications Pole
13' L
PCPA11**
Communications Pole
11' L
PCPA13**
Communications Pole
13' L
PCPAKR20**
Power Addition Kit with 20A Duplex
Receptacle
PCPAKR**
Power Addition Kit without
receptacle
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Part Number
Description
Size
PCPAK16**
Power Pole Extension Kit
-
PCPAK22**
Power Pole Extension Kit
-
T70SDB-X
Standard Faceplate Mounting
Bracket (for Communication)
** Designates color option
Horizontal Cabling Subsystem
The horizontal cabling system is the portion of the telecommunications cabling system that extends from the work area telecommunications outlet/connector to the horizontal cross-‐connect in the TC. •
•
•
•
Horizontal cabling in an ofîce should terminate in a TC located on the same ^loor as the work area being served
Horizontal cabling is installed in a star topology (home run)
Bridged taps and splices are not permitted as part of the copper horizontal cabling
Rooms are to be arranged in sequential order on the patch panels.
Copper UTP Cable
Recommended design shall include:
•
•
•
Minimum one Four-‐pair 100 ohm, 23 AWG, GenSPEED 6000E– UTP Enhanced Category 6 Cable
Maximum cable length is 90 meter
All cable shall meet or exceed the following speciîcations
Category 6 UTP Cable
GenSPEED 6000E– UTP Enhanced Category 6 Cable CMR and CMP rated cables that will meet or exceed the requirements of ANSI/TIA/EIA Category 6e Cabling. These requirements are for cables of unshielded 23 AWG bare copper conductors, insulated with thermoplastic, twisted into pairs and enclosed in a thermoplastic jacket. The înished cable shall meet or exceed the following requirements of ANSI/EIA/TIA 568-‐B-‐2.1.
All cable shall conform to the requirements for communications circuits deîned by the National Electrical Code (Article 800) and the Canadian Building Code. Cable listed to NEC Article Appendix B: Next Generation Technology Standards & Acquisitions
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800-‐51(a) will be used for “Plenum” installations and carry labeling of CMP. Cable listed to NEC Article 800-‐51(b) shall be installed in vertical runs penetrating more than one ^loor and carry the labeling of CMR.
The cable manufacturer shall be ISO 9001/TL 9000 registered.
Physical Characteristics
•
•
•
•
•
•
•
•
Conductor shall be 23 AWG solid bare annealed copper
The jacket shall be printed with TRU-‐Mark™ 1000’ to 0’ marking system
Shall be suitable for use indoor, riser, or plenum and horizontal applications
Category marking shall be printed every one foot
Shall be independently veriîed to comply with TIA/EIA 568B.2-‐1 and TIA568C Draft
Shall be packaged in a way protecting the cable
Temperature range on cable shall be 0 to +60C for
Installation and -‐20 to +75C for Operation
Transmission Characteristics
•
•
•
•
•
•
Cable shall be ANSI/TIA/EIA-‐568-‐B.2-‐1 & Draft 568-‐C and ISO/IEC 11801 category 6 compliant
Attenuation shall be measured in accordance with TIA/EIA 568B.2-‐1 & Draft 568-‐C and shall be a maximum of 19.7dB @ 100 MHz
Cable shall exhibit positive PSACR of at least 8.7dB at or above 250 MHz
Cable shall be tested & characterized to 500 MHz
Cable shall be UL LISTED and RoHS Compliant
An ISO 9001 Certiîed facility shall manufacture Cable
Cable shall exhibit a NEXT loss of at least the following:
Table B.14: NEXT loss
Frequency (MHz)
NEXT (dB)
1.0
79.3
4.0
70.3
10.0
64.3
16.0
61.3
20.0
59.8
31.25
56.9
62.5
52.4
100.0
49.3
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Frequency (MHz)
NEXT (dB)
200
44.8
250
43.3
350
41.2
500
38.8
Cable shall exhibit ELFEXT loss of at least the following:
Table B.15: ELFEXT loss
Frequency (MHz)
ELFEXT (dB)
1.0
72.8
4.0
60.7
10.0
52.8
16.0
48.7
20.0
46.7
31.25
42.9
62.5
36.8
100.0
32.8
200
26.8
250
24.8
350
21.9
500
18.8
Cable shall exhibit Attenuation loss of less than the following:
Table B.16: Attenuation loss
Frequency (MHz)
Attenuation (dB)
1.0
2.0
4.0
3.8
10.0
5.9
16.0
7.5
20.0
8.4
31.25
10.7
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Frequency (MHz)
Attenuation (dB)
62.5
15.4
100.0
19.8
200
29.0
250
32.6
350
39.5
500
48.6
Cable shall exhibit a return loss according to the following:
Table B17: Return loss
Frequency (MHz)
Return Loss (dB)
1
20.0
4
23.6
10
26.0
16
26.0
20
26.0
31.25
25.0
62.5
23.5
100
22.5
200
21.0
250
20.5
350
19.8
500
19.0
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Approved Manufacture:
General Cable GenSPEED 6000E
CMP: 7131900 or 7133940 Fiber Cable
Horizontal Distances - Optical Fiber Links
When using optical îber cables, any length of horizontal cables, work area cables, patch cords, and equipment cables is acceptable so long as the total of the combined lengths does not exceed manufacturers recommended distance outlined below per application.
Transmission is typically at 850 or 1300 nm for 50/125µm multimode optical îber and at 1310 and 1550 nm for Single-‐mode.
Specifications
ANSI/TIA/EIA-‐568-‐B.3 Horizontal îber cable distribution systems:
•
•
•
•
The optical îber cable shall consist of a minimum of two 50/125µm or 8.3/125µm optical îbers enclosed by a protective sheath
The cable will be capable of supporting 1 gig and 10 gig applications
The optical îber shall be 50/125µm multimode or 8.3/125µm single-‐mode
The mechanical and environmental speciîcation for the optical îber cable will be in accordance with ANSI/ICEA-‐S-‐83-‐596. Performance
Table B.18: 50/125µm optical fiber
Fiber Type
Wavelength (nm)
Maximum
Attenuation (dB/
km)
10 Gigabit
Ethernet Link
Length (meters)
1 Gigabit
Ethernet Link
Length (meters)
BL
850
3.0 (Typical 2.8)
550
1000
1300
1.0 (Typical 0.8)
850
3.0 (Typical 2.8)
1300
1.0 (Typical 0.8)
850
3.0 (Typical 2.8)
BE
BI
600
300
1000
600
150
750
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227
Fiber Type
Wavelength (nm)
Maximum
Attenuation (dB/
km)
1300
1.0 (Typical 0.8)
10 Gigabit
Ethernet Link
Length (meters)
1 Gigabit
Ethernet Link
Length (meters)
600
Table B.19: Single-Mode optical fiber
Fiber Type
Wavelength (nm)
Maximum
Attenuation (dB/
km)
10 Gigabit
Ethernet Link
Length (meters)
1 Gigabit
Ethernet Link
Length (meters)
AP
1310
0.65
5000
10000
1550
0.65
30000
Approved Manufacture:
General Cable NEXTGEN brand
Telecommunications Room
The telecommunications room (TR) includes those products that connect the networking equipment to the horizontal and backbone cabling subsystems. These products include termination hardware (connectors and patch cords), racks, cable management products and cable routing products.
Cable Termination Hardware
Each horizontal or backbone cabling run will be terminated using appropriate connectors or connecting blocks depending upon the cable type. Matching patch cords will be used to perform cross-‐connect activities or to connect into the networking/voice hardware.
Category 6 Unshielded Twisted Pair UTP
Four-‐pair Category 6 cabling shall be terminated onto modular patch panels. Modular Patch Panels and Cords
Four-‐pair Category 6 UTP cabling shall be terminated onto a four-‐pair Category 6 module. All modules shall be terminated using the T568B wiring scheme. The eight-‐position module shall Appendix B: Next Generation Technology Standards & Acquisitions
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exceed the connector requirements of the TIA/EIA Category 6 standard. The module termination to four-‐pair, 100 ohm solid unshielded twisted pair cable shall be accomplished by use of a forward motion termination cap and shall not require the use of a punch down or insertion tool.
Table B.20: Angled Filler Panels
Part Number
Flat/Angled
Number of Ports
Rack Spaces
CPAF1BL
A
N/A
1
CPAF2BL
A
N/A
2
MINI-‐COM ® Flush Mount Modular Patch Panels shall be of metal design with rear-‐mounted faceplates allowing modules to be ^lush with the front of the patch panel. There shall be pre-‐
printed numbers above each port for easy identiîcation and white write on areas for port and/or panel identiîcation on the 24 and 48 port version. Panels shall be the angled versions. Angled panels facilitate proper bend radius control and minimize the need to horizontal cable managers.
Table B.21: Flush Mount Modular Patch Panels
Part Number
Flat/Angled
Number of Ports
CPPA48FMWBL
A
48
High Density
Number of Rack
Spaces
2
PanGen ™ Category 6 Patch Cords shall be factory terminated with modular plugs featuring a tangle-‐free latch design and clear strain-‐relief boots to support easy moves, adds and changes. Each patch cord shall be 100% performance tested at the factory in a channel test to the TIA/EIA Category 6 standard. The patch cords shall come in standard lengths of three, îve, and seven feet and six standard colors of Off White, Black, Blue, Green, Red and Yellow with the preferred color being Blue (**=BU). Only three, îve and seven foot cords are to be used in the TR’s.
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Table B.22: Category 6 Patch Cords
Part Number
Length (ft)
Length (M)
UTPSP3**
3
0.91
UTPSP5**
5
1.52
UTPSP7**
7
2.13
UTPSP10**
9
3.04
** Designates color Fiber Termination Hardware
Fiber Optic Connectors and Patch Cords
MINI-‐COM ® LC ® Duplex Jack Modules and Plugs
Fiber optic connectors: LC small form factor (SFF) îeld polish connectors with rear pivot latch shall be TIA/EIA-‐604 FOCIS-‐10 compatible. LC simplex and duplex connectors shall be îeld terminable. The îbers shall terminate in 1.25mm ceramic ferrules with non-‐optical disconnect functionality and an average insertion loss of 0.1dB per mated pair for multimode and single mode îber.
Split sleeve material: Phosphor bronze or zirconia ceramic (required for singlemode applications)
Insertion loss: .1dB average (multimode and singlemode); supports the performance of FOCIS-‐10 compliant connectors/patch cords
Return loss: Supports singlemode (>40dB for SPC and >55dB for UPC) and multimode (>20dB) connector polish performance
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Table B.23: Fiber Optic Connectors
Part Number
Description
FLCDM900EIY
LC mm Dupl Connector With 900µm Boots - Field Polish
FLCDMEIY
LC Dupl Multimode Fiber Optic Connector - Field Polish
FLCDSBUY
LC Dupl Singlemode Fiber Optic Connector - Field Polish
FLCSMEIY
LC Simpl Multimode Fiber Optic Connector - Field Polish
Table B.24: Fiber Optic Patch Cords
Part Number
FLCSMEIY
Simplex
900ìm buffered fiber Multimode
and 1.6mm – 2.0mm
jacketed cable
Zirconia Ceramic
FLCSM3.0EI
Simplex
3.0mm jacketed
cable
Multimode
Zirconia Ceramic
FLCDMEIY
Duplex
1.6mm – 2.0mm
jacketed cable
Multimode
Zirconia Ceramic
FLCDM900EIY
Duplex
900ìm buffered fiber
Multimode
Zirconia Ceramic
FLCDM3.0EI
Duplex
3.0mm jacketed
cable
Multimode
Zirconia Ceramic
FLCSSBUY
Simplex
900ìm buffered fiber Singlemode
and 1.6mm – 2.0mm
jacketed cable
Zirconia Ceramic
FLCSS3.0BU
Simplex
3.0mm jacketed
cable
Singlemode
Zirconia Ceramic
FLCDSBUY
FLCDS900BUY
Duplex
Duplex
1.6mm – 2.0mm
jacketed cable
Singlemode
Zirconia Ceramic
FLCDS3.0BU
Duplex
3.0mm jacketed
cable
Singlemode
Zirconia Ceramic
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Fiber Optic Equipment
Enclosures
OPTICOM ™ Wall mounted îber optic enclosures shall be constructed of steel material. Enclosures shall provide patch cable protection without the installation of an additional attachment. Enclosures shall maintain discrete locking capability between installer and end user segments.
Table B.25: Enclosures
Part Number
Number of Fibers
FWME2
48 duplex LC
FWME4
96 duplex LC
FWME8
192 duplex LC
FMP6
Blank Panel accepts up to 6 Mini-Com ® Adapters
FAP6WEIDLC
Fiber Optic Adapter Panel - (6) LC Duplex Multimode
FAP6WBUDLCZ
Fiber Optic Adapter Panel - (6) LC Duplex Single mode
FAP8WEIDLC
FAP8WBUDLCZ
FAP12WEIDLC
FAP12WBUDLCZ
OPTICOM ™ Rack mounted îber optic enclosures shall be designed to manage and organize îber optic cable to and from the equipment or cabling plant. Enclosures shall protect îber optic connections for patching or splicing requirements. Enclosures shall accommodate up to 36 îbers (with Fiber Jack LC) per rack space and shall be constructed of steel material. Enclosures shall have removable front and rear covers and top and bottom pass through holes.
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Table B26: Rack Mounted Fiber Optic Enclosures
Part Number
Rack Spaces
Number of Fibers
FRME1
1
72 duplex LC
FRME2
2
144 duplex LC
FRME3
3
216 duplex LC
FRME4
4
288 duplex LC
Cable Management
The Cable Management System shall be used to provide a neat and efîcient means for routing and protecting îber and copper cables and patch cords on telecommunication racks and enclosures. The system shall be a complete cable management system comprised of vertical cable managers, horizontal cable manager, and cable management accessories used throughout the cabling system. The system shall protect network investment by maintaining system performance, controlling cable bend radius and providing cable strain relief.
Vertical Cable Management
Vertical cable managers shall include components that aid in routing, managing and organizing cable to and from patch panels and/or equipment. Managers shall protect network equipment by controlling cable bend radius and providing cable strain relief. Managers shall be a universal design mounting to EIA 19" or 23" racks and constructed of a base with cable management îngers. The îngers shall include retaining tabs to keep cables in place during cover removal. The covers shall be hinged to open in either direction allowing for quick moves, adds, and changes.
Table B.27: Vertical Cable Management
Part Number
Type
Rack Spaces
Type
Max. Side
Extension (in.)
PRV12
Front and Rear
45
High Capacity
12.0
PRD12
Hinged Door
-
-
12.0
PRV10
Front and Rear
45
High Capacity
10.0
PRD10
Hinged Door
-
-
10.0
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Part Number
Type
Rack Spaces
Type
Max. Side
Extension (in.)
PRV8
Front and Rear
45
Standard
8.0
PRD8
Hinged Door
-
-
8.0
PREP
End Panel
-
-
-
PRSP5
Rear Slack Spool, 5” -
-
-
PRSP7
Front Slack Spool, 7” -
-
-
Rack Cable Management
TAK-TY ® Hook & Loop Cable Tie!
A ¾” maximum TAK-‐TY ® Cable Ties or AVP of Computing Infrastructure approved equivalent is to be used to secure bundles of communication cabling in cabinets, closets or other environments where cable management is a concern. * Flame retardant products are manufactured from a material that is rated UL94V-‐0.
Strain Relief Bars
Strain relief bars are used to support and manage cables in telecommunications rooms. They provide strain relief, bend radius control, superior aesthetics and improve organization and routing of cable. Strain relief bars can be used with 19" rack mountable MINI-‐COM TM Modular and Data Patch Panels. Each strain relief bar occupies one-‐third to two-‐thirds of a rack space and can secure and manage up to 24 cables in 1 RU. PANDUIT offers a full line of strain relief bars to ît a variety of applications offering end users ^lexibility and convenience to prevent cable strain. Higher density applications may be addressed with PANDUIT strain relief bar manager (SRBM19BLY).
Table B.28: Strain Relief Bars
Part Number
Description
Color
SRB19BLY
Strain Relief Bar
Black
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Wall or Backboard Mounted Cable Management
D – Rings (Metallic) (To be expanded on in Q2 2010)
Ladder Rack Accessories
Waterfall Accessories
Cable Management Waterfall Accessories shall be utilized to transfer communication cable from ladder racks to enclosures or equipment racks below. These cable management waterfall systems shall maintain 1” bend radius control in both vertical and horizontal directions. The system shall be modular in order to allow for multiple widths.
Table B.29: Waterfall Accessories
Part Number
Description
Color
CMW-KIT
Waterfall Kit
Black
CMWB
Waterfall Base
Black
CMWW
Waterfall Wing
Black
Threaded Rod Cover
The Threaded Rod Cover or AVP of Computing Infrastructure approved equivalent shall be utilized to protect communication cable from abrasion caused by contact with threaded rod. The Threaded Rod Cover shall be manufactured from a gray ^lame-‐retardant polyethylene material that is UL94V-‐0 rated. The material shall be pliable to allow for easy installation.
Table B.30: Threaded Rod Cover
Part Number
For Threaded Rod Size
Length
TRC18FR-X8
½” to ⅝”
18”
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Stackable Cable Rack Spacers
Stackable Cable Rack Spacers shall be utilized to route bulk îber optic cable or high performance copper communication cable bundles. Stackable Cable Rack Spacers shall be utilized in communication closets and other interior locations where cables and cable bundles are routed along traditional ladder racks that consist of rungs and stringers. The Stackable Cable Rack Spacers shall be applied on every other rung up to a recommended maximum stack height. Dovetail slots and a positive latching mechanism shall provide a secure locking feature.
Table B.31: Stackable Cable Rack Spacers
Part Number
Cable Bundles
Bundle Diameter
Recommended Stack
Height
CRS6-X
6
.8”
5
CRS1-X
1
.8”
5
CRS4-125-X
4
1.25”
4
CRS1-125-X
1
1.25”
4
Cable Support System Accessories
Open top cable supports shall be utilized as a pathway for communication cabling. The J Hook cable supports shall be manufactured from a non-‐conductive material suitable for use in air-‐
handling spaces. The cable support must maintain complete horizontal and vertical four times the O.D. bend radius control and must manage up to 50 four-‐pair UTP cables. The system must allow for the ability to add future cable routing capacity. The cable support must provide the ability to retain the cable bundle with TAK-‐TY ® Hook & Loop Cable Ties or AVP of Computing Infrastructure approved equivalent.
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Table B.32: Cable Support System Accessories
Part Number
Description
Material*
Maximum Static Load
(Lbs.)
JMJH2W-X20‡
J Hook for wall mount applications
Nylon
30
JMJH2-X20‡
J Hook for use with brackets
Nylon
30
JMCB-X
Chaining Bracket
Galvanized Steel
120
JMCMB25-1-X
Ceiling Mount Bracket – 1 level
Galvanized Steel
180
JMCMB25-3-X**
Ceiling Mount Bracket – 3 level
Galvanized Steel
180
JMDWB-1-X
Drop Wire Bracket – 1 level
Galvanized Steel
20
JMDWB-3-X**
Drop Wire Bracket – 3 level
Galvanized Steel
40
JMTRB38-1-X
Threaded Rod Bracket – 1 level
Galvanized Steel
180
JMTRB38-3-X**
Threaded Rod Bracket – 3 level
Galvanized Steel
180
JMSBCB87-1-X
Screw-on Beam Clamp Bracket – 1 level
Galvanized Steel
180
JMSBCB87-3-X**
Screw-on Beam Clamp Bracket – 3 level
Galvanized Steel
180
** Not for use with chaining brackets.
‡ Available in natural and black.
* Suitable for use in air handling spaces per UL 2043. Listed in accordance with CAN/ULC S102.2 when mounted as single units or in pairs. Minimum spacing of 4 ft. (1220mm) required between mount points. (Flame Spread Rating = 0, Smoke Developed Classiîcation = 30).
Cable Support System
Open top cable supports shall be utilized as a pathway for communication cabling. The J Hook cable supports shall be manufactured from a non-‐conductive material suitable for use in air-‐
handling spaces. The pre-‐riveted J Hook assemblies must maintain complete horizontal and vertical four times the O.D. bend radius control and must manage up to 50 four-‐pair UTP cables. The cable support must provide the ability to retain the cable bundle with TAK-‐TY ® Hook & Loop Cable Ties or AVP of Computing Infrastructure approved equivalent.
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Table B.33: Cable Support System
Part Number
Description
Material*
Max. Static Load
(Lbs.)
JP2W-L20
J Hook for wall mount applications Nylon
only. One ¼” (M6) mounting hole
for user supplied screw.
30
JP2CM-L20
J Hook with ceiling mount bracket
that has one 3/16” (M5), ¼” (M6),
and 3/8” (M10) mounting hole.
Nylon J Hook with metal
attachments
30
JP2DW-L20
J Hook with clip for use with #12
wire, threaded rod up to 3/8” in
diameter, or 1/8” –3/8” thick
flanges.
attachments
10
JP2SBC50-L20
J Hook with screw-on beam clamp Nylon J Hook with metal
for use with flanges up to ½” thick. attachments
30
JP2SBC50R-L20
J Hook with screw-on beam clamp Nylon J Hook with metal
for use with flanges up to ½” thick. attachments
Rotates 360 degrees.
30
JP2HBC25R-L20
J Hook with hammer-on beam
clamp for use with flanges 1/8” –
¼” thick. Rotates 360 degrees.
attachments
30
JP2HBC50R-L20
1/2” thick. Rotates 360 degrees.
attachments
30
JP2HBC75R-L20
3/4” thick. Rotates 360 degrees.
attachments
30
JP2ZP-L20
J Hook with z-purlin clip for use
with angled flanges up to ¼” thick. attachments
30
JP2CP-L20
J Hook with c-purlin clip for use
with vertical flanges up to ¼” thick. attachments
30
JP2UF100-L20
J Hook with under floor pedestal
support clamp for use with
pedestal support up to 1” in
diameter.
30
attachments
*Suitable for use in air handling spaces per UL 2043. Listed in accordance with CAN/ULC S102.2 when mounted as single units or in pairs. Minimum spacing of 4 ft. (1220mm) required between mount points. (Flame Spread Rating = 0, Smoke Developed Classiîcation = 30).
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Fiber Routing Systems
FIBER-‐DUCT
!
Materials
The system must be listed to UL 2024A Optical Fiber Routing Assemblies and utilize material, which exhibits ^lame resistant characteristics, tested in accordance with UL94V-‐0. Channel
Fittings
Mounting
Table B.34: Fiber Duct
Part Number
Description
Color
Size
FIBER-DUCT
Orange (M.M.)
1” I.D.
FIBER-DUCT Slotted
Orange (M.M.)
1” I.D.
** Denotes color
Rack Equipment
Standard Equipment Rack
The telecommunications rack shall be constructed of extruded aluminum and capable of accepting 19" wide EIA equipment. Rack construction method shall ensure an electrically bonded structure for ease of grounding. The rack shall be UL listed for 1,000 lbs. load rating. The equipment mounting rails shall be double-‐sided #12-‐24 EIA universal mounting hole spacing. The equipment mounting rails shall include printed rack space identiîcation on the front and back and be numbered from top to bottom. The channel of the rack shall be capable of mounting NETRUNNER™ or PATCHRUNNER™ Vertical Cable Managers. 24 #12-‐24 mounting screws shall be included with the rack.
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Table B.35: Standard Equipment Rack
Part Number
Description
Color
CMR19x84
Standard 19”x 84” 2 Post Equipment Rack
Black
Backbone Cabling System
The Backbone Cable Subsystem in a building is the part of the premises distribution system that provides connection between equipment rooms, telecommunication rooms, and telecommunications service entrance facilities. A backbone subsystem provides either intra-‐
building connections between ^loors in multi-‐story buildings or inter-‐building connections in campus-‐like environments.
All cables shall be run using a star topology (home run) from the Main Cross-‐Connect (MC) to each Horizontal Cross-‐Connect (HC) within the telecommunications room. One additional Intermediate Cross-‐Connect (IC) may be implemented between the MC and HC if so required. The length of each individual run of backbone îber cable shall not exceed 2000 meters for multimode and 3000 meters for singlemode and the length of each UTP cable run for voice applications is not to exceed 800 meters (90 meters for data) as speciîed under TIA/EIA-‐568-‐B. The length of the media between the IC and HC shall not exceed 300 meters.
The type of backbone copper cable shall be General Cable 100Ω unshielded twisted pair (UTP), multi-‐pair cable. The type of backbone îber cable shall be 50/125 µm multimode îber cable or 8.3/125 µm singlemode îber cable. The bending radius and maximum pulling tension of the cable shall be adhered to during handling and installation.
Voice Backbone
Voice Cable
•
•
Multi-‐pair copper cable shall be used and shall be listed per NEC Article 800.51. All cable shall meet or exceed the following speciîcations.
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Multi-pair Category 5e UTP Cable
The Multi-‐pair Category 5e cable shall be General Cable CMR or CMP rated. These requirements are for cables of 25 unshielded twisted pairs of 24 AWG bare copper. 24 pairs stranded around a jacketed unit of the 25th pair to make the 25 pair cable. These components shall be stranded together and enclosed by an overall jacket.
All cable shall conform to the requirements for communications circuits deîned by the National Electrical Code (Article 800) and the Canadian Building Code. All cable shall be listed to NEC Article 800-‐51(b).
The cable manufacturer shall be ISO 9001/TL 9000 registered.
Voice Termination and Cross-connects
The PANDUIT® MINI-‐COM® Network Cabling System or approved equivalent shall be used for the Backbone subsystem, including all modular connectors. The network cabling system shall be comprised of modular connectors in support of high-‐speed networks and applications designed for implementation on copper cabling.
All outlets shall utilize fully interchangeable and individual connector modules that mount side-‐by-‐side to facilitate quick and easy moves, adds, and changes. Modular Patch Panels and Cords
Four-‐pair Category 6 UTP cabling shall be terminated onto a four-‐pair Category 6 modules. All modules shall be terminated using the T568B wiring scheme. The eight position modular jacks shall exceed the connector requirements of the TIA/EIA Category 6 standard. The module termination to four-‐pair 23 AWG 100 ohm solid unshielded twisted pair cable shall be accomplished by use of a forward motion termination cap and shall not require the use of a punchdown tool.
MINI-‐COM® Angled High Density Modular Patch Panels shall quadruple patch panel density. The angled design shall minimize the need for horizontal cable managers while the high-‐density patch Appendix B: Next Generation Technology Standards & Acquisitions
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panels shall provide 48 ports per rack space. Together these features shall provide the capacity of 48 ports in one rack space vs. 24 ports in two rack spaces.
Table B.36: High Density Modular Patch Panels
Part Number
Flat/Angled
Number of Ports
Rack Spaces
CPPA48HDWBL
A
48
1
Mini-‐Com® Flush Mount Modular Patch Panels shall be of metal design with rear-‐mounted faceplates allowing modules to be ^lush with the front of the patch panel. There shall be pre-‐
printed numbers above each port for easy identiîcation and white write on areas for port and/or panel identiîcation on the 24 and 48 port version. Panels shall be available in ^lat and angled versions. Angled panels facilitate proper bend radius control and minimize the need to horizontal cable managers.
Table B.37: Flush Mount Modular Patch Panels
Part Number
Flat/Angled
Number of Ports
CPPA48FMWBL
A
48
High Density
Number of Rack
Spaces
2
Data Backbone
Data Cable
All backbone îber optic cable shall be a 48 strand General Cable 50/125µm tight buffered multimode or General Cable 8.3/125 µm jacketed singlemode îber optic cable. Fiber cable shall be riser (OFNR) or plenum (OFNP) listed where applicable.
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Data Termination and Cross Connects
Fiber Connectors and Patch Cords
MINI-‐COM ® LC ® Duplex Jack Modules and Plugs
Fiber optic connectors: LC small form factor (SFF) îeld polish connectors with rear pivot latch shall be TIA/EIA-‐604 FOCIS-‐10 compatible. LC simplex and duplex connectors shall be îeld terminable. The îbers shall terminate in 1.25mm ceramic ferrules with non-‐optical disconnect functionality and an average insertion loss of 0.1dB per mated pair for multimode and single mode îber.
Split sleeve material: Phosphor bronze or zirconia ceramic (required for single mode applications)
Insertion loss: .1dB average (multimode and single mode); supports the performance of FOCIS-‐10 compliant connectors/patch cords
Return loss: Supports single mode (>40dB for SPC and >55dB for UPC) and multimode (>20dB) connector polish performance
Table B.38: Data Fiber optic connectors
Part Number
Description
FLCDM900EIY
LC mm Dupl Connector With 900µm Boots - Field Polish
FLCDMEIY
LC Dupl Multimode Fiber Optic Connector - Field Polish
FLCDSBUY
LC Dupl Singlemode Fiber Optic Connector - Field Polish
FLCSMEIY
LC Simpl Multimode Fiber Optic Connector - Field Polish
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Table B.39: Data Fiber Optic Patch Cords
Part Number
FLCSMEIY
Simplex
900ìm buffered fiber Multimode
and 1.6mm – 2.0mm
jacketed cable
Zirconia Ceramic
FLCSM3.0EI
Simplex
3.0mm jacketed
cable
Multimode
Zirconia Ceramic
FLCDMEIY
Duplex
1.6mm – 2.0mm
jacketed cable
Multimode
Zirconia Ceramic
FLCDM900EIY
Duplex
Multimode
Zirconia Ceramic
FLCDM3.0EI
Duplex
3.0mm jacketed
cable
Multimode
Zirconia Ceramic
FLCSSBUY
Simplex
900ìm buffered fiber Singlemode
and 1.6mm – 2.0mm
jacketed cable
Zirconia Ceramic
FLCSS3.0BU
Simplex
3.0mm jacketed
cable
Singlemode
Zirconia Ceramic
FLCDSBUY
FLCDS900BUY
Duplex
Duplex
1.6mm – 2.0mm
jacketed cable
Singlemode
Zirconia Ceramic
FLCDS3.0BU
Duplex
3.0mm jacketed
cable
Singlemode
Zirconia Ceramic
Identification
Patch Panels and Communications Outlets
1. All cabling is to be identi8ied using the ANSI/TIA/EIA 606A standard, whereby each outlet jack is completely identi8ied by the originating TR, patch panel, port, and the additional Room identi8ier (i.e. TR1-‐1-‐01-‐100-‐ A). Each room identi8ier shall be a unique designation consisting of the space number where the outlet is located and a sequentially incrementing suf8ix letter for each outlet connector located in the space (i.e. 100-‐A, 100-‐B, etc.). Identi8ication of the outlets is to be done in a clockwise order around the room from the main entrance, beginning with A (100-‐A, 100-‐B, etc.). Floor boxes are to be done in the same manner except they are preceded by an FB (FB100-‐A, FB100-‐B, etc.). Circuits Appendix B: Next Generation Technology Standards & Acquisitions
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installed in ceiling spaces for Cameras and Access points shall be identi8ied as above except the room identi8ier shall be preceded with a CB (CB100-‐A, CB100-‐B, etc.).
2. Labels shall be nominal 3/8-‐inch high, 2/3-‐inch wide, machine printed, self-‐laminating, vinyl labels with white background and black text. Attach labels directly on/or adjacent to respective connector.
3. Rooms are to be arranged in sequential order on the patch panels. Misordered and/or mislabeled cables will have to be reordered in proper sequence and retested.
4. The complete identi8ier is to be used for test identi8ication purposes. If all components have been properly labeled the sequence should be simple to create.
5. All patch panel labels shall be made as a single group of six. Do not make individual labels for patch panel ports.
6. The complete identifier is to be used for test identification purposes. If all components have been properly labeled the sequence should be simple to create.
All patch panel labels shall be made as a single group of six. Do not make individual labels for patch panel ports.
Format: BB-‐TR rrr -‐ R rr -‐ PP -‐ O -‐ rrr -‐ X BB...Building Number TR rrr...TR room number R rr...Rack Number (if more than one) PP...Patch Panel number
O...Outlet Number rrr...Room Number X...Jack Position Letter
i.e. -‐ B1-‐TRE110-‐R1-‐1-‐01-‐100-‐A
!
245
Testing Data
Required Testing for System Warranty
The PanGen™ System Warranty and the Certiîcation Plus System Warranty are based on industry standards; therefore, as a move forward, PANDUIT® will only be accepting the following conîgurations for Category 6.
Beginning July 1st, 2004, all copper tests should be compliant to current EIA/TIA standards: Perm Link or Channel. PANDUIT® will no longer accept Basic Link tests for warranty*. All testing must utilize the correct adapter and test. Any deviation from the table below will result in re-‐testing the network.
Table B.40: Approved Test Leads for PANDUIT® Mini-‐Com® TX6™
PLUS Jack Modules and DP6™ PLUS Patch Panels
Approved: Panduit independently verifies field testers report values consistent with a Laboratory Network
Analyzer for adherence to the standards. The following testers are fully approved:
Permanent Link
Firmware
Version
Software Calibration Autotest Test Leads Personality Comments
Version Equipment
Module
Fluke:
DSP-43001
Linkware
Networks DSP-4000
Software:V1.906 Software
Series Cable Analyzer Standards:V5.12 V2.1
(www.flukenetworks.com DSP-41001
)
Software:V4.906
Standards:V5.12
DSP-40001
Software :V3.906
Standards:V5.12
Part # DSPTIA Cat 6
PCAL
Perm. Link
Universal
Permanent
Link Calibration
Kit2
Part # DSP- PM063
LIA101
Universal
Permanent
Link Interface
Adapter
1.
2.
3.
!
Consult Fluke
Networks' web site for
the latest Firmware
and Software Version.
It is STRONGLY
RECOMMENDED
that the DSP-LIA101
Adapters are
calibrated using this
Kit and the Linkware
Software (DSP
Utilities/ Permanent
Link Cal.) prior to
Permanent Link
testing.
The PM25 may also
be used to test
Panduit TP jacks and
DP6 PLUS panels.
246
Fluke:
Software:V1.00
Networks DTX-1800
Series Cable Analyzer
(www.flukenetworks.com
)
Linkware
Software
V2.1
-
TIA Cat 6
Part # DTXPM063
Perm. Link PLA001
Universal
Permanent
Link Interface
Adapter
1.
2.
3.
Agilent:
WireScope
N2600A WireScope 350 Software 3.1 or
N2610A FrameScope
later
350 (www.agilent.com/
comms/)
WireScope Part #
Software N2604A-301
3.1 or later1 Precision
Calibration
Cable2
Category 6: Part #
N/A
Link
N2604A-101
Universal Cat
6 Link
Smartprobe4
1.
2.
3.
4.
Ideal:
Firmware:V2.000 LANTEK
LANTEK 6
Reporter
LANTEK 7
V3.009
(www.idealindustries.co
m)
UTPSPI7
or
UTPSP7
Twisted Pair Part #
N/A
Perm: Cat 0012-00-0629
6-250
Category 6/5e
adapter RJ45
1.
2.
3.
Consult Fluke
the latest Firmware
and Software Version
It is STRONGLY
RECOMMENDED
that the tester is
calibrated prior to
testing.
The PM25 may also
be used to test
Panduit TP jacks and
DP6 PLUS panels.
Consult Agilent's web
site for the latest
Software Version.
Calibration with the
Precision Calibration
Cable is STRONGLY
RECOMMENDED.
Tester holds last
calibration. Tester
must be recalibrated
for switching testing
from Channel to PL.
Universal Cat 6 Link
Smartprobe should
be in optimal
condition. See
owners manual.
Consult Ideal's web
site for the latest
Firmware and
Software Version.
Tester must be
recalibrated from job
site to job site.
Patch cords should
be in optimal
condition.
Channel
Fluke:
DSP-43001
Linkware
Networks DSP-4000
Software:V1.906 Software
Series Cable Analyzer Standards:V5.12 V2.1
(www.flukenetworks.com DSP-41001
)
Software:V4.906
Standards:V5.12
DSP-40001
Software :V3.906
Standards:V5.12
-
TIA Cat 6
Channel
Part # DSP- N/A
LIA012
Category 6/5e
Channel
Adapters
or
Part # DSPLIA013 Cat 6
Channel/Traffic
Adapter
!
1.
Consult Fluke
the latest Firmware
and Software Version.
247
Fluke:
Software:V1.00
Networks DTX-1800
Series Cable Analyzer
(www.flukenetworks.com
)
Linkware
Software
V2.1
-
TIA Cat 6
Channel
Consult Fluke
the latest Firmware
and Software Version
2. It is STRONGLY
RECOMMENDED
that the tester is
calibrated prior to
testing.
Agilent:
WireScope
WireScope UTPSPI7
Category 6: Part #
N/A
1. Consult Agilent's web
N2600A WireScope 350 Software 3.1 or Software or
Channel
N2604A-100
site for the latest
N2610A FrameScope* later
3.1 or later1 UTPSP7
Universal Cat
Software Version.
350 (www.agilent.com/
6 Channel
2. Tester holds last
comms/ )
Smartprobe1
calibration. Tester
must be recalibrated
for switching testing
from PL to Channel.
Ideal:
Firmware:V2.000 LANTEK UTPSPI7
Twisted Pair Part #
N/A
1. Consult Ideal's web
LANTEK 6
Reporter or
Channel:
0012-00-0629
site for the latest
LANTEK 7
V3.009
UTPSP7
Cat 6-250 Category 6/5e
Firmware and
(www.idealindustries.co
adapter RJ45
Software Version.
m)
2. Tester must be
recalibrated from job
site to job site.
3. Patch cords should
be in optimal
condition.
* Panduit has not physically tested the FrameScope 350. Agilent maintains the FrameScope and WireScope have identical software and hardware for cabling testing.
Part # DTXCHA001 Cat
6 / Class E
Channel
Adapter
!
N/A
1.
248
Table B.41: Accepted Test Leads for PANDUIT® Mini-Com TX6™
PLUS Jack Modules and DP6™ PLUS Patch Panels
Accepted: Panduit independently tests îeld testers for adherence to the standards. The following testers reporting passing values will be accepted:
Permanent Link
Firmware
Version
Fluke:
Version 6.11
Networks OMNIScanner
2
(www.flukenetworks.com)
Version Equipment
Module
Linkware
Software
V1.2
-
Cat 6 Link
Part# OMNI- PM06
LIA101
Universal
Permanent
Link Interface
Adapter
1.
The PM25 may also
be used to test
Panduit TP jacks
and DP6 PLUS
panels.
Channel
Firmware
Version
Fluke:
Version 6.11
Networks OMNIScanner
2
(www.flukenetworks.com)
Version Equipment
Module
Linkware
Software
V1.1
-
Cat 6 Chan1 Part# 8262-42 N/A
Category 5/5e/
6 Channel
Adapter2
1.
2.
IMPORTANT: Make
sure Channel
adapters are used
with Channel
Autotests.
Testing Channel on
drops less than 20m
is NOT
RECOMMENDED.
Appendices:
Appendix 7
Renamed Section 7 from Additional Documentation to Identiîcation.
Section Covers Patch Panel and Outlet Labeling
!
249
Technology Equipment Requirements
For the current process, reference the Technology Equipment Requirements in the Employee Portal.
Desktop and Mobile Computing
•
Desktop -‐ Apple iMac with 21” Display
-‐
-‐
-‐
•
2.5 GHz Core i5 processor
4GB of RAM (Random Access Memory)
500GB hard drive
Options:
-‐
-‐
-‐
•
Apple Wireless Keyboard and Magic Mouse(Ofîces and Collaborative Spaces)
Apple Magic Mouse and/or Magic Trackpad (Ofîces and Collaborative Spaces)
Apple Wired Keyboard and Wired Mouse(Classrooms)
Laptop -‐ Apple MacBook Pro with 15” Display
-‐
-‐
-‐
•
•
•
2.3 GHz Quad-‐core Core i7 processor
500GB hard drive
Additional Monitor -‐ Apple Thunderbolt 27” Monitor
Tablet -‐ Apple iPad (Black) 16GB or higher
Keyboards and Mice
-‐
-‐
-‐
•
Apple Wireless Keyboard Apple Magic Mouse Apple Magic Trackpad
Laptop Adapters
-‐
-‐
Apple Mini Display Port to VGA Adapter
Apple Mini Display Port to HDMI Adapter
Note: Dell computer purchases must have a valid business case describing why an Apple desktop or laptop will
not meet the need presented prior to purchase.
•
Desktop -‐ Optiplex 790
• 3.1 GHz Core i5 processor
• 4GB of RAM (Random Access Memory)
• 500GB hard drive
• 3 year basic warranty
!
250
•
Laptop -‐ Latitude E6520 Series 15” Display
-‐
-‐
-‐
-‐
•
2.5 GHz Core i5 processor
320GB hard drive
3 year basic warranty
Additional Monitor
-‐
-‐
-‐
•
Dell U2212HM 21” Widescreen
Dell U2412M 24” Widescreen
Dell U2711 27” Widescreen
Printers
IT does not specify printers. ORION System Printers must support PostScript Printing. Please note that Document Centers are the most cost effective method of printing, followed by laser printers. InkJets are the least cost effective method over a long term. Contact your local technical support staff for guidance on choosing printers.
Digital Signage
•
•
Media Player
Horizontal Display
-‐
-‐
•
NEC P462 46” Commercial Series Display or
NEC P551 55” Commercial Series Display
Vertical Display: (Display can be oriented horizontal and vertical)
-‐
-‐
•
NEC V462 46” Commercial Series Display or
NEC V551 55” Commercial Series Display
Mount Kit
-‐
-‐
•
Chief LSMU Horizontal Mount
Chief LTAPU Vertical Mount Wiring: (see Technology Construction Requirements Guide)
-‐
-‐
120V 20A Electrical Outlet
2 Cat 6 Jacks (minimum)
Smart Classrooms
•
•
•
Apple iMac 21”
Apple TV
Projector
-‐
-‐
-‐
-‐
NP-‐U310W -‐ NEC WXGA, DLP, 3100 Lumen Ultra Short Throw Projector
WM220AUS Wall Mount
WMAC16 Accessory Cover
Chief Rack Hardware
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251
•
Presentation System
-‐
•
DMPS-‐300-‐C DigitalMediaTM Presentation System 300
Video Receiver
-‐
•
Crestron DM-‐RMC-‐Scaler-‐C Digital Video Receiver w/ Scaler
Control Center
-‐
•
C2N-‐FTB-‐D FlipTop Control Center with Button Control (Engraved with FSCJ Template)
Speakers
-‐
•
ICM6-‐730SET Ceiling Speakers
Optional Equipment: -‐
-‐
50" Wall Talker with Border and Pen Tray (frame is optional)
SDP-‐860 Samsung Document Camera
Collaborative and/or meeting Spaces
Monitor
•
Ofîces and Small Spaces
-‐
•
Sony -‐ Bravia 46" Class
- LED
- 1080p HDTV
- 120Hz or higher
Conference Rooms and Mid-‐sized Collaborative Spaces
-‐
Sony -‐ Bravia 55" Class:
- LED
- 1080p HDTV
- 120Hz or higher
*Current models subject to change
•
Mount
-‐
•
Hercules (by Opteka) HRM-‐100 Super Strong Plasma and LCD TV Dual-‐Arm Articulating Wall Mount for 32” to 60” Displays (Black)
Digital Media Receiver
-‐
-‐
Apple TV (MD199LL/A) Apple iMac with wireless keyboard and mouse or trackpad (See Desktop Computing Requirements Section)
Apple HDMI to HDMI Cable (1.8 m) [Part Number: MC838ZM/A]
-‐
•
Cables
-‐
IT Requirements for purchasing monitors, mounts, and peripherals for collaborative spaces and ofîces.
Phones
•
•
Standard Phone: Cisco CP8945G Charcoal Grey Video Phone
Executive: Cisco CP9951 Charcoal Grey Video Phone
!
252
•
•
•
Extension Module: Cisco CP-‐CKEM-‐C (only îts CP9951G)
Conference Room Phone: Cisco CP7937
Wireless Cisco Phone: Cisco CP7925
Conference Room Telepresence System
•
Conference Room
-‐
-‐
-‐
-‐
•
Cisco CTS 1300 Telepresence System
Sony 46” Display or larger (See Collaborative Meeting Spaces Section)
Table
Chairs
Personal/Executive Ofîce Telepresence System
-‐
-‐
Cisco CTS C20
Vaddio 535-‐2000-‐217 Wall Bracket Display
Security Cameras
•
Indoor Cameras
-‐
-‐
•
Stationary -‐ Axis P3343-‐V
Pan/Tilt/Zoom Axis M5014
Outdoor Cameras
-‐
-‐
-‐
•
Stationary Axis P3343 VE
Pan/Tilt/Zoom Small Area Axis P5512-‐E (requires a mount kit)
Pan/Tilt/Zoom Larger Area Axis P5532-‐E (requires a mount kit)
Camera Mounting
-‐
-‐
•
Outdoor Stationary and Outdoor PTZ
- Wall Bracket – Axis T91A61
- Corner Bracket – Axis T91A64 (requires T91A61)
- Parapet Mount – Axis T91A62
- Ceiling Mount – Axis T91A63
Indoor Stationary and Indoor PTZ
- Will be mounted directly to drop ceiling unless contractor receives written approval to
use an alternate method.
Camera Licensing -‐
Milestone
- All cameras are to be purchased with appropriate licensing for Milestone.
- XProtect Enterprise One Camera License
- 3 Year SUP for Milesonte XProtect Enterprise
Door Security Systems
The college standard for door control systems is the C Cure 9000 system with HID proximity card readers, iStar controllers and HID Proximity cards. Appendix B: Next Generation Technology Standards & Acquisitions
!
253
Network Equipment
•
Switches
Note: This section does not include 4500 or 6000 series switches. Large Core switches must be speciîed by the Network Infrastructure Group.
•
Network Switch
-‐
•
Cisco Catalyst 3560-‐X PoE Series Switch with 3-‐year Cisco SMARTnet
- WS-C3560X-24P-S (24 Port)
- WS-C3560X-48P-S (48 Port)
Network Module
-‐
•
C3KX-‐NM1G -‐ Four GbE port network module
Modular Power Supply
-‐
C3KX-‐PWR-‐15WAC – 435W PoE
Wireless
•
Access Point
-‐
•
Cisco AIR-‐LAP1142N-‐A-‐K9
- Licensing
- SMARTnet
- Oberon 1064-T Ceiling Mount
2 Cat 6 Jacks Appendix B: Next Generation Technology Standards & Acquisitions
!
254
APPENDIX C
Technology Acquisitions
“When you have faults, do not fear to abandon them.” -‐-‐Confucius
For the current process, reference the Technology Software Acquisition Requirements in the Employee Portal.
Technology Acquisitions
General
The college strives to ensure provision of a cutting-‐edge infrastructure and computing environment in order to advance instructional and technical effectiveness and efîciency. Technology acquisitions are accomplished through the combined, and well coordinated, efforts of the individual purchaser, Purchasing Department, and Information Technology. Technology acquisitions can be supported through the keeping technology new process; strategic planning initiative process, grants, construction and renovation projects, college contracts, and perkins funding. Therefore, the methodology and processes are dependent upon the type and scope of the purchase, the nature of the product or service, and the criteria/process of the funding source. Hardware
The college currently supports three hardware platforms (enterprise, server, and workstations) within its architecture. On a college-‐wide basis, hardware acquisition typically refers to enterprise servers, application servers, and workstations, routers for networks, storage devices, and telecommunications-‐related products.
Standard
Technology Department managers and staff meet with the campus Directors of Administrative Services (DAS) and campus technology staff, as prescribed by the CTO, to discuss and identify desktop and peripheral standards. These standards, once approved by the CIO and/or CTO are then placed on the Tech Team Website (“Acquisitions”) on which individual purchasers can înd the information necessary to complete their requests. Standards for smart classrooms and all audiovisual equipment are deîned as college-‐wide standards in partnership with campus Appendix C: Technology Acquisitions
!
255
personnel and the Executive Vice President’s Ofîce. Consultation with the Learning Innovations group is encouraged. Whereas funding of these products is accomplished through a variety of means and services, the actual acquisition occurs through speciîc technology department approvals required at the time of submission.
Enterprise server and database conîguration requirements are the responsibility of the Enterprise Applications group. Server conîguration requirements, network, telecommunications and other technology infrastructure equipment are the responsibility of the Computing Infrastructure, Security and Compliance Division. This group also provides consulting and speciîcations for all construction and renovation projects, as well as many others where software, hardware, security, storage, and infrastructure is concerned.
The college has a number of strategic partnerships and strong relationships with several technology organizations. Dell has historically provided a large percentage of desktop equipment and Apple has been the hardware standard for the multimedia, digital media, entertainment courses (editing suites) and programs. However, over the past two years, Apple equipment has signiîcantly increased in the college’s computing environment and has become the dominant workstation throughout the college updated. Technology Equipment Requirements are published monthly to assist members of the college community as they proceed through the procurement process.
Appendix C: Technology Acquisitions
!
256
Fig. C.1: Purchase of Standard and Non-standard Hardware
Non-standard
Any non-‐standard technology procurement requires consultation with and approval from the Technology Department. Projects requiring speciîc network connections, telecommunications, or server support must be îrst reviewed and approved by the Computing Infrastructure, Security and Compliance Division; audiovisual and multimedia are reviewed by the Learning Innovations team.
Software
Standard
The college’s standard software acquisitions are those obtained as part of a bundled software acquisition through the Microsoft Campus Software Agreement, Apple Education Licensing Program and other negotiated agreements.
!
257
Software for Academic Programs through the Academic Software Request
Standards for academic programs are deîned by academic units. Requests made for software to support academic courses and programs are generally submitted in the Academic Software Request process. This process begins anew each Spring semester, prior to the beginning of the new academic year, and aligns with the textbook adoption periods to ensure compatibility between texts and standard software. Academic Software Requests are to be re-‐submitted each academic year to conîrm continued need for a speciîc software. Academic Software Requests are accepted year-‐round and processed to the extent that funding remains available. The Academic Software Request form is always accessible via the Employee Portal, under Technology Resources and Software Requests.
Once an encoder enters the requisite information in the ORION system for the appropriate term, the system provides a unique reference number for each class. Should the faculty member of record identify software as a component of their instructional resources, they are to complete and submit the Academic Software Request form to their campus tech personnel who will test for system compatibility. If compatible, the request goes to the appropriate Dean (who conîrms the academic information) and then to the Campus Director of Administrative Services for înal approval prior to submission to the Technology Department for purchase request. The goal of this process is to provide the faculty and academic units with the necessary software installed for the next academic year.
There are other processes by which academic software requests are submitted and processed which are sometimes confused with the academic software request process. Where pre-‐college/
remedial/ABE instruction is supported by grants and/or other federal funding, requests for academic software is typically routed through a different process, although the înal purchase undergoes the same purchasing ^lowchart as any other software request. Non-standard
Non-‐standard software is typically not used by academic units or business units to provide services to the college community. However, occasional program-‐speciîc (such as health career programs), supplementary (in certain tutoring applications), or pilot program software acquisition is necessary. Approval from the CTO is required prior to any non-‐standard software Appendix C: Technology Acquisitions
!
258
acquisition that exceeds the capital software cost threshold, is intended for use by students, or will be installed on a server. A ^lowchart of the acquisitions process for software is presented in îgure C.2. Services
Consulting services provided by the Technology Department include courseware development and support (Learning Innovations); computer network and telecommunications infrastructure (Computing Infrastructure, Security and Compliance); facilities planning for technology; high-‐end digital audio and video (Learning Innovations); network servers and network software (Computing Infrastructure, Security and Compliance), high-‐end coding and systems integration, and portal services (E-‐Systems).
!
259
Fig. C.2: Purchase of Standard and Non-standard Software
!
260
Summary
Hardware and software acquisition at Florida State College are designed to be a participatory process with the various constituencies of the college community and is conducted in adherence to Board of Trustees Rule 6Hx7-‐5.1. Over the years, hardware and software use has grown signiîcantly, and the college continues to be identiîed as a technology leader. The college-‐wide Technology Committee, Center for the Advancement of Teaching and Learning, and campus Faculty Resource Centers all contribute to what eventually deînes the college’s acquisition process and standards.
!
261
GLOSSARY
“And when I have understanding of computers, I will be the supreme being.” -‐Evil (Time Bandits)
.MAC
online service offered by Apple that includes email, blogs, île sharing, photocasting, backup, syncing, and groups, replaced by iCloud
.NET
a development environment from Microsoft for the integration of system types emphasizing platform convergence
3GL (Third Generation Language)
a language designed to be easier for a human to understand, including things like named variables, examples include FORTRAN and COBOL
4GL (Fourth Generation Language)
an application-‐speciîc language, a term invented to refer to non-‐procedural high level languages
802.11
speciîcations for wireless local area networks (WLANs)
−A−
Abend
ABnormal ENDing of software application or process, also known as crash
Abort
to terminate a program or process abnormally and usually suddenly, with or without diagnostic information
Accelerator
additional hardware needed to perform some function faster than is possible in software running on the normal CPU, such as graphics accelerators and ^loating-‐point accelerators
Access
to use, to read data from or write data to a mass storage device, or the privilege to use computer resources or infrastructure in some manner
Acrobat
PDF development software from Adobe
Glossary
!
263
Active directory (AD)
a directory service from Microsoft Corporation that also integrates with the DNS structure and is interoperable with LDAP
ActiveX
a stripped down implementation of OLE designed to run over slow Internet links
Ad hoc
contrived purely for the purpose at hand rather than planned carefully in advance
ADABAS
a relational-‐like, network database system by Software AG
Adaptive instruction
a type of instruction that supplies alternative teaching operations based on assessment of student readiness to proît from them
Address
name or token that identiîes a network component or data location
Adobe
font and software publisher specializing in graphics and publications applications
Advanced Technology
highly developed or complex technology
AJAX
Asynchronous JavaScript and XML, Web 2.0 development technologies
Algorithm
a detailed sequence of actions to perform to accomplish some task, which must reach a result after a înite number of steps; also used loosely for any sequence of actions (which may or may not terminate)
Alias
a name, usually short and easy to remember and type, that is translated into another name or string, usually long and difîcult to remember or type; also one of several alternative hostnames with the same Internet address
Alphanumeric
describes the combined set of all letters in the alphabet and the numbers 0 through 9
Glossary
!
264
Analog
a continuously variable signal or a circuit or a device designed to handle such signals and receive signals at the same time
Animation
the creation of moving images
ANSI
American National Standards Institute; the U.S. government body responsible for approving U.S. standards in many areas, including computers and communications
Apache
an open source HTTP server for multiple
API
Application Program Interface; the interface by which an application program accesses an operating system and other services
Apple
Consumer electronics company, known best for iPhones, iPads, iPods, but is also a major software and content provider
Architecture
process and the outcome of thinking out and specifying the overall structure, logical components, and the logical interrelationships of a computer, its operating system, a network, or other conception
Array
a collection of identically typed data items distinguished by their indices or subscripts; in programming, a series of objects, all of which are the same size and type
ARTEMIS
Academic Resource Technology & Education Management Information System, the Florida State college portal
Artifact
compression artifact; the fuzz or distortion in a compressed image or sequence of video images or a remnant found on media or in a île
Glossary
!
265
Artificial intelligence (AI)
the simulation of human intelligence processes by machines, especially computer systems, which include learning (the acquisition of information and rules for using the information), reasoning (using the rules to reach approximate or deî nite conclusions), and selfcorrection
ASCII
American Standard Code for Information Interchange; the basis of character sets used in almost all present-‐day computers
ASP
Active Server Pages; a scripting environment for Microsoft Internet Information Server in which you can combine HTML, scripts, and styles to create dynamic web pages, also application service provider -‐ a provider of software solutions also Applications Service Provider, a hosted computer service provider
Attribute
a named value or relationship that exists for some or all instances of some entity and is directly associated with that instance or a characteristic of data
Authentication
the veriîcation of the identity of a person, device, or process; the process of identiîscal yearing an individual, usually based on a username and password
AutoCAD
a Computer-‐Aided Design (CAD) software package for engineering used for drawing and physical layout
Availability
the inverse of the degree to which a system suffers degradation or interruption in its service to its customers
Axe-Sharpening (aka: Yak-Shaving)
a seemingly pointless activity which is actually a necessary step in the process of solving problems
−B−
Back side
an implementation of secondary cache memory that allows it to be directly accessed by the CPU
Glossary
!
266
Back up
to retain a spare copy of a île, île system or other resource for use in the event of failure or loss of the original
Backbone
the top level in a hierarchical network
Backdoor
also trap door or wormhole; a hole in the security of a system deliberately left in place by designers or maintainers
Back-end
any software performing either the înal stage in a process, or a task not apparent to the user
Backplane
a physical component of a mainframe or supercomputer comprised of a collection of separate circuit boards that work together to create greater computing power
Bandwidth
the difference between the highest and lowest frequencies of a transmission channel (the width of its allocated band of frequencies); the amount of data that can be transmitted in a îxed amount of time
Batch
a text île, containing operating system commands that are executed automatically by the command-‐
line interpreter, and used to combine existing commands into new commands or the old style of processing whereby transactions are posted to a île after having been submitted to temporary îles
Benchmark
a test used to compare performance of hardware and/or software or a standard against which performance is measured
Binary
a number representation consisting of zeros and ones used by practically all computers, known as digital representation
BIOS
Basic Input/Output System; the part of the system software of the IBM PC and compatibles that provides the lowest level interface to peripheral devices and controls the îrst stage of the bootstrap process, including installing the operating system
Glossary
!
267
Bit
binary digit; the smallest unit of information on a machine that can hold only one of two values: 0 or 1
Bitmap
a representation, consisting of rows and columns of dots, of a graphics image in computer memory
Blackboard
online course management and hosting system used to facilitate e-‐learning
Blew up
ceased to function in a catastrophic manner, abended
Blog
(short for weblog) is a personal online journal that is frequently updated and intended for general public consumption
Bluetooth
telecommunications industry speciîcation that describes how mobile phones, computers, and other devices can be easily interconnected using a short-‐range wireless connection
Bomb
to fail; a program hanging or ending prematurely on a computer, abend
Boolean
the type of an expression with two possible values, true or false or the application of a special branch of mathematical rules known as Boolean algebra
Boot
to load and initialize the operating system on a computer
BPM
Business Process Management; refers to activities performed by organizations to manage and, if necessary, to improve their business processes
Bridge
a device which forwards trafîc between network segments based on data link layer information
Broker
an intermediary through which resources are provided or accessed
Glossary
!
268
Browser
web browser; a software application used to locate and display web pages and which allows a person to read hypertext
Buffer
an area of memory used for storing messages; used to decouple processes so that the reader and writer may operate at different speeds or on different sized blocks of data
Bug
an unwanted and unintended property of a program or piece of hardware, especially one that causes it to malfunction
Bus
a collection of wires through which data is transmitted from one part of a computer to another
Business Continuity
a progression of disaster recovery, aimed at allowing an organization to continue functioning after (and ideally, during) a disaster, rather than simply being able to recover after a disaster
Byte
a unit of storage capable of holding a single character, typically eight bits
−C−
C
programming language designed for systems programming and used to re-‐implement Unix
C#
an object-‐oriented language devised and promoted by Microsoft
C++
one of the most used object-‐oriented languages, a superset of C
Cache
a small fast memory holding recently accessed data, designed to speed up subsequent access to the same data; also a local copy of data accessible over a network
CAF (Composite Application Framework)
SAP Composite Application Framework (SAP CAF) is a composite application methodology that allows reuse and composition of different services, user interface components, and business processes into solutions
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Canvas
an open-‐source, hosted Learning Management System (LMS) built using Ruby on Rails as the application frame work; it is a product of Instructure, which was founded in 2008 and is located in Utah
Carrier
a transmitted electromagnetic pulse or wave at a steady base frequency of alternation on which information can be imposed by increasing signal strength, varying the base frequency, varying the wave phase, or other means
CAT3
twisted pair cabling system – maximum data rate of 16 Mbps
CAT5
twisted pair cabling system – maximum data rate of 100 mbps and 1000 mbps depending on implementation
CAT5e
twisted pair cabling system – maximum data rate of 100mbps
CAT6
twisted pair cabling system – maximum data rate of 200-‐250 MHz
CATL
the Center for the Advancement of Teaching and Learning at Florida State college; a faculty-‐driven body dedicated to promoting and honoring the enhancement of teaching and learning
CDMA
Code-‐Division Multiple Access, a form of multiplexing where the transmitter encodes the signal using a pseudo-‐random sequence that the receiver also knows and can use to decode the received signal
CentraSite
CentraSite™, the leading SOA Registry and Repository co-‐developed by Software AG and Fujitsu, CentraSite™ is a full SOA Governance solution
CEO (Chief Executive Officer)
the highest-‐ranking executive in a company or organization, responsible for carrying out the policies of the board of directors on a day-‐to-‐day basis, also CXO
Certificate
a private key issued by an entity (typically a company) to other entities (organizations or individuals) to allow them to prove their identity
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CFO (Chief Financial Officer)
the corporate ofîcer primarily responsible for managing the înancial risks of a business
CGI
Common Gateway Interface; a standard for running external programs from an HTTP server that speciîes how to pass arguments to the executing program as part of the HTTP request
Character
an alphanumeric or other graphic symbol, typically equivalent to a byte in storage
CHEMA
Council of Higher Education Management Associations (CHEMA) is an informal voluntary assembly of thirty management-‐oriented higher education
Chip
a microelectronic semiconductor device consisting of many interconnected transistors and other components, fabricated on a small rectangle cut from a Silicon (or similar material) wafer
Chunking
grouping and organization content into manageable units
CIO (Chief Information Officer)
Chief Information Ofîcer, the executive in charge of information systems and technology
Cisco
communications hardware manufacturer
Citrix
an American corporation that produces software designed to facilitate secure access to applications and content
Class
the prototype for an object in an object-‐oriented language; analogous to a derived type in a procedural language; also a set of objects which share a common structure and behavior
Classroom
a term often used in educational theory to denote traditional on-‐site teaching, as opposed to distance learning
CLG
Career Limiting Gesture, behavior that jeopardizes one’s career or employment
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Client
a computer system or process that requests a service of a server, using some kind of protocol, and accepts the server’s responses or a customer
Clock
a processor’s clock or one cycle thereof
Cognition
the mental process of knowing, including aspects such as awareness, perception, reasoning, and judgment
Collapsed backbone
a network backbone that consists of the backplane of a single switch, rather than multiple switches connected together
Compile
to transform a program written in a high-‐level programming language from source code into object code
Connections
the college portal (ARTEMIS) version 2
Converged Device
a mobile device used for voice, and other digital tasks, i.e. Smartphones
Cookie
a packet of information sent by an HTTP server to a World-‐Wide Web browser and then sent back by the browser each time it accesses that server
CORBA
Common Object Request Broker Architecture; an Object Management Group (OMG) speciîcation which provides the standard interface deînition between OMG-‐compliant objects
Core Animation
the creation of artiîcial moving images that enlighten the core of a subject
Core Audio
integrates a range of audio functionality directly into the operating system
Courseware
software designed to be used in an educational program
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272
CPU
Central Processing Unit, also processor or central processor; the part of a computer which controls all the other parts
Crash
to fail suddenly, also a serious computer failure; signiîes either a hardware malfunction or a very serious software bug
Criterion-referenced assessment
an evaluation that is scored based on speciîc proîciency standards
CSS
cascading style sheets
CTO (Chief Technology Officer)
the executive responsible for setting standards and managing technology architecture
Curriculum
an organized set of formal education and /or training intentions or offerings
Customer
a product user, also client
CXO (Chief Executive Officer)
also CEO
Cyber
a preîx used in a growing number of terms to describe new things made possible by the spread of computers
−D−
D2L (Desire to Learn)
a provider of enterprise e-‐Learning solutions; its îrst online Learning Management System (LMS) was developed in 1999; the company is headquartered in Ontario, Canada
DAS
Director of Administrative Services on a Florida State College campus or center
Glossary
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273
Dashboard
user interface that, somewhat resembling an automobile's dashboard, organizes and presents information in a way that is easy to read
Data Center
a specialized facility for enterprise scale computers
Data engine
a program that parses data, i.e., changes it from one form to another or systems that serve as backend transactional servers
Data integrity
the validity of data
Data warehouse
a generic term for a system for storing, retrieving and managing large amounts of any type of data; this software often includes sophisticated compression and hashing techniques for fast searches, as well as advanced îltering
Database
a collection of information organized in such a way that a computer program can quickly select desired pieces of data, an electronic îling system
Database administration
the design and management of the database and the evaluation, selection, and implementation of the database management system
DBA
DataBase Administrator; an individual responsible for the design and management of the database and for the evaluation, selection, and implementation of the database management system
DBMS
DataBase Management System; a suite of programs which typically manage large structured sets of persistent data, offering ad hoc query facilities to many users
Dean
a college administrator responsible for an area or areas of instruction, whose duties may include the management of faculty, budgets, and resource allocation
Death magnet
causes for business failure as identiîed by Guy Kawasaki in Rules for Revolutionaries
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Debian
a freeware computer operating system that uses the Linux kernel and other program components obtained from the GNU project
Debug
to identify îscal year and remove bugs in a software program
Decision Package
discrete analysis of a product, service, or project in accordance with the Zero Based Budgeting methodology
Decision support
software used to aid management decision making, typically relying on a decision support database
Delimited
a character or string used to separate, or mark the start and end of, items of data in a database, source code, or text île
Dell
Dell computers is a company specializing in Windows-‐based laptops, desktops, servers, software, peripherals and services; Dell business line computers are the college’s standard when Apple computers will not ît the need
Denial-of-service
also DOS-‐ attack; a type of attack on a network that is designed to bring a network down by ^looding it with useless trafîc
Development (software)
the process of analysis, design, coding, and testing software
DHCP
Dynamic Host Conîguration Protocol; a protocol that provides a means to dynamically allocate IP addresses to computers on a local area network
Digital
a description of data which is stored or transmitted as a sequence of discrete symbols from a înite set, which most commonly means binary data represented using electronic or electromagnetic signals
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275
Digital certificate
an attachment to an electronic message used for security purposes, used to veriîscal year that a user sending a message is who he or she claims to be, and to provide the receiver with the means to encode a reply
Digital signature
a digital code that can be attached to an electronically transmitted message that uniquely identiîes the sender
Disable
to close (software) or turn off (hardware)
Disaster Recovery
covers the data, hardware and software critical for a business to restart operations in the event of a natural or human-‐caused disaster
Disruptive technology
technology so new and different that it changes perceptions and paradigms causing new thinking and processes to be developed, sets new standards
Distance learning hybrid course
80% or more of the direct instruction of the course is delivered using some form of technology when the student and instructor are separated by time, space, or both
DLL
Dynamically Linked Library; a library which is linked to application programs when they are loaded or run rather than as the înal phase of compilation, thereby allowing the same block of library code to be shared between several tasks rather than each task containing copies of the routines it uses
DLP
Digital Light Processing (DLP) is a technology used in projectors and video projectors
DNS
Domain Name System; an Internet service that translates domain names into IP addresses
Dolby
Dolby Digital; a digital audio coding technique that reduces the amount of data needed to produce high quality sound
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276
Domain
a group of computers and devices on a network that are administered as a unit with common rules and procedures; within the Internet, domains are deîned by the IP address and all devices sharing a common part of the IP address are said to be in the same domain
Downtime
a period of time during which a computer system is not operational, due to a malfunction or routine maintenance, opposite of available
DSL
Digital Subscriber Line; a family of digital telecommunications protocols
DSS
Digital Signature Standard; the NIST’s standard for digital signatures
Dual Core
a device containing two independent microprocessors
−E−
E-Business
conducting business and related activities electronically using Internet-‐centric technologies
ECC
Error Correction Code or error checking and correcting; allows data that is being read or transmitted to be checked for errors and, when necessary, corrected on the ^ly; differs from parity-‐checking in that errors are not only detected but also corrected
ECM
Enterprise Content Management content, document archiving, collaboration, and records management
Ecolate filter
Hardin’s concept that all organisms are interconnected thereby eliminating the ability to alter one thing without affecting another
E-Commerce
the system of processes of managing online înancial transactions including business-‐to-‐business transactions
Econometrics
measurements of the value of information
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277
EDUCAUSE
non-‐proît organization that seeks to further post-‐secondary education through the efîcient and effective use of technology
Edutainment
a neologism that expresses the marriage of education and entertainment in a work or presentation
EFT
Electronic Funds Transfer; the transfer of money initiated through electronic terminal, automated teller machine, computer, telephone
Emerging technology
technology that is new and not widely adopted but may be in limited use
Enable
to open (software), turn on (hardware), or create potential
Encryption
any procedure used in cryptography to convert plaintext into ciphertext in order to prevent any but the intended recipient from being able to interpret the encrypted data
End user
any individual who runs an application program
Enrollment
a count of students by course; often referred to as headcount, it is a snapshot view of the college's student population and can be categorized by various demographic information, such as gender, racial/
ethnic group, high school code, type of student, etc. Enrollment can include all students in every course (duplicated) or can count each student once per academic year (annual unduplicated)
Enterprise
a large organization or the entirety of an organization
E-Procurement
business-‐to-‐business purchase and sale of supplies and services over the Internet
ERP
Enterprise Resource Planning; an integrated information system that serves all departments within an enterprise; a business management system that integrates all facets of the business, including planning, manufacturing, sales, and marketing, grew out of MRP systems
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278
E-Services
also web services; web-‐based applications that allow server-‐to-‐server or application-‐to-‐application communications
E-Systems
systems developed exclusively for the conduct of e-‐commerce and related purposes
E-Systems Team
development team responsible for the development of ARTEMIS and for managing the SOA portfolio
Excel
a spreadsheet program developed by Microsoft which is used to create and maintain dynamic spreadsheets, create charts and graphs, and keep information easily accessible and easily manipulated
Expert system
application that contains a knowledge base and a set of algorithms or rules that infer new facts from knowledge and from incoming data; an artiîcial intelligence application that uses a knowledge base of human expertise to aid in solving problems
Extended
having added features to a program, especially through the use of hooks, to extend the functionality of a program
Extensible
said of a system (e.g., program, île format, programming language, protocol, etc.) designed to easily allow the addition of new features at a later date, through the use of hooks, an API or plug-‐ins
Extranet
a private network that uses the Internet protocol and the public telecommunication system to securely share part of a business’s information or operations with suppliers, vendors, partners, customers, or other users outside the company
eXtreme Programming
a discipline of software development that follows a speciîc structure designed to simpliîscal year and expedite the process of developing new software in an environment of rapidly-‐changing requirements, i.e. through small teams of developers Glossary
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−F−
FACTS
Florida Academic Counseling and Transfer System for shared academic advising and transactions
FAQ
Frequently Asked Question
Farm
server farm; a group of computers acting as servers and housed together in a single location
FASTER
Florida Academic System for Transfer of Educational Records for the transfer of records between educational agencies
Federated ID Management
implementation of enterprise authentication/authorization across multiple identity management systems and networks
Feedback
information which can be used to restructure knowledge and support metacognitive regulation of ongoing performance
Fiber
îber optic; refers to the medium and the technology associated with the transmission of information as light impulses along a glass or plastic wire or îber, which carries much more information than conventional copper wire and is far less subject to electromagnetic interference
Final Cut
industry slang used when referencing the Apple software video editing product Final Cut Pro
Firewall
a set of related programs, located at a network gateway server, that protects the resources of a private network from users from other networks
Firmware
programming that is inserted into programmable read-‐only memory (programmable ROM), thus becoming a permanent part of a computing device
Flash
older generation vector-‐based web multimedia authoring tool
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280
Floating point
a method for storing and calculating numbers in which the decimal points do not line up as in îxed point numbers; used for calculating a large range of numbers quickly, used as a measure of processor speed
Flogging
excessive thrashing
Font
a design for a set of characters, which is the combination of typeface and other qualities, such as size, pitch, and spacing
Formative evaluation
an assessment utilized to gain information that will guide further instruction
Frame
in graphics and desktop publishing applications, a rectangular area in which text or graphics can appear; in communications, a packet of transmitted information in video and animation, a single image in a sequence of images; in HTML, refers to dividing the browser display area into separate sections, each of which is really a different web page
Frontside
in a personal computer with a processor chipset that includes a Dual Independent Bus (DIB), the frontside bus is the data path and physical interface between the processor and the main memory (RAM)
FTE
(Full-‐Time Equivalent) is a measure of enrollment equal to student enrolled full-‐time for a full academic year
total FTE enrollment includes full time plus the calculated equivalent of the part-‐time enrollment
total FTE enrollment is student semester hours divided by 30 for Advanced and Professional, Postsecondary Vocational instruction, and college Prep
for all other instruction, instructional clock hours are divided by 900 hours
FTE is calculated by the state using the institution's course records for each student submitted via the Student Database îve times per reporting year and is incorporated into the state's funding model
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FTP
File Transfer Protocol; a client-‐server protocol which allows a user on one computer to transfer îles to and from another computer over a TCP/IP network; also the client program the user executes to transfer îles
−G−
Gadget
a device that has a useful speciîc practical purpose and function, Windows version of a Mac Widget
Garageband
part of the Apple iLife software suite; this software is used to create and edit audio îles
GHz
GigaHertz
Google
popular search engine, and social platform, and cloud service provider for communication platform
GNU
a UNIX-‐like operating system that comes with source code that can be copied, modiîed, and redistributed
GPS
Global Positioning System is a constellation of satellites that enable ground receivers to pinpoint their geographic location; within 10 to 100 meters
GUI
Graphical User Interface; a graphical (rather than purely textual) user interface on a computer which makes programs easier to use
Guification
web enablement of existing legacy applications (maps) through “screen scraping”
−H−
Hacker
an individual who, through creative methods, discovers innovative solutions to extremely complex problems
Glossary
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282
Hardware
the physical, touchable, material parts of a computer or other system, used to distinguish these îxed parts of a system from the more changeable software or data components which it executes, stores, or carries
Hex
a base 16 mathematical representation of data
Hexadecimal
refers to the base-‐16 number system, which consists of 16 unique symbols: the numbers 0 to 9 and the letters A to F
HP
Hewlett-‐Packard; manufacturer of computer hardware
HTML
Hyper Text Markup Language; the authoring language, used to create documents on the World Wide Web, which deînes the structure and layout of a web document by using a variety of tags and attributes
HTTP
Hyper Text Transfer Protocol; the underlying protocol used by the World Wide Web which deînes how messages are formatted and transmitted, and what actions web servers and browsers should take in response to various commands
Hub
a common connection point for devices in a network; commonly used to connect segments of a LAN
HVAC
Heating, Ventilating, and Air Conditioning; environmental control system
Hybrid Courses
50-‐80% of the direct instruction of the course is delivered using some form of technology when the student and instructor are separated by time, space, or both
−I−
I/O
Input/Output describes any operation, program, or device that transfers data to or from a computer or peripheral device
Glossary
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283
I1
the Internet, sometimes called simply the Net; a worldwide system of computer networks, a network of networks in which users at any one computer can, if they have permission, get information from any other computer
I2
Internet2; closed network for universities to work together and develop advanced Internet technologies such as telemedicine, digital libraries and virtual laboratories
iCal (Mac Application)
a personal calendaring program that is used to schedule and track appointments, view multiple calendars at the same time, and share calendar information with other permitted users
iCloud
a cloud storage and cloud computing service from Apple Inc.; this service allows users to store data îles on remote computer servers for access from any network enabled device, replaced .Mac
iDVD (Mac Application)
a program used to design dynamic slideshows and customize menu backgrounds with photos, slideshows, and movies
iLife (Mac Application)
suite of Apple Mac productivity applications that include: iPhoto, iMovie, iDVD, Garageband, and iWeb. Imaging
the capture, storage, manipulation, and display of images
iMovie (Apple Application)
a program used to import and develop movies from multiple sources
Initiatives
college-‐wide planning elements, similar to objectives
Insource
to use internal resources to achieve desired goal within an institution
Instant Messaging
exchange of text messages through a a software application in real-‐time
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Instructional design
a systematic approach to the development of instructional programs which takes into account learning theory and research to ensure that the intended learning aims are realized
Instructional development
a systematic approach to the development of instructional programs at an organization level; larger in scope than instructional design, it takes into account the organization as a whole
Instructional technology
the systemic and systematic application of strategies and techniques derived from behavior and physical sciences concepts and other knowledge to the solution of instructional problems
Instructure
company that developed Canvas LMS (See Canvas)
Intel
the world’s largest manufacturer of computer chips
Internet
any set of networks interconnected with routers; the Internet is the biggest example of an internet
Internet2
collaboration among more than 100 U.S. universities to develop networking and advanced applications for learning and research
Intranet
a network based on TCP/IP protocols (an internet) belonging to an organization, usually a corporation, accessible only by the organization’s members, employees, or others with authorization
iOS
an operating system developed by Apple Inc. for mobile/tablet devices; the intuitive user interface of iOS is based on the concept of direct manipulation, using multi-‐touch gestures
IP
Internet Protocol; the method or protocol by which data is sent from one computer to another on the Internet; while Internet Protocol version 4 (IPv4) is the current standard, all new computer equipment purchases should be able to support IPv6; during the transition IPv6 should remain inactive until IT decides to begin the conversion
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285
iPads
a line of tablet computers developed by Apple Inc.; the mobility and powerful iOS of iPads give end users an interactive tool to consume content wherever they choose
iPhones
an Internet and multimedia enabled smart phone created by Apple Inc.; using iOS, iPhone delivers media-‐rich content via a myriad of free and paid apps
iPhoto (Mac Application)
a program used to import, organize, and share photos.
iPod
Apple’s portable digital audio and video playback device ISDN
Integrated Services Digital Network; an international communications standard for sending voice, video, and data over digital telephone lines or normal telephone wires
ISP
Internet Service Provider; one that provides access to the Internet
IT Leadership Academy
the IT Leadership Academy hosted by Florida State college crafts curriculum speciîcally for the development and advancement of information technology leaders
Such leaders include, but are not limited to; CIOs, CTOs, Directors, Program and Project Managers, Senior Consultants, and Technical Leads
the program offerings feature a distinguished faculty consisting of renowned IT thought leaders, content experts, and successful executives in the îeld sharing their ideas, perspectives, and experiences in a rich state-‐of-‐the-‐art and comfortable educational setting
programs provide opportunities to develop and leverage a strong professional network of future and current IT leaders in all industry types
a post-‐baccalaureate certiîcate in IT Leadership is currently under development
IT Service Request
web-‐based tool in ARTEMIS that provides capability for users to submit technology requests (including web development, programming, and database services).
Glossary
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286
iTunes (Mac Application)
iTunes is a Apple’s media management and player platform created by Apple which allows users to play and categorize music and video content; iTunes is also used for syncing content to iOS devices
iTunes University (aka: iTunes U)
cloud-‐based media distribution platform for course materials that enable syncing of content to iTunes and mobile devices
ITV
Interactive TeleVision; a system for beaming real-‐time television conferences from one site to another, or to multiple sites
ITV room
a classroom site for interactive television
IVR
Interactive Voice Response; a software application that accepts a combination of voice telephone input and touch-‐tone keypad selection and provides appropriate responses in the form of voice, fax, callback, e-‐mail and perhaps other media; usually part of a larger application that includes database access
iWork (Mac Application)
this application consists of two programs, Pages and Keynote. Pages is a word-‐editing program and Keynote is a presentation program
−J−
Java
object-‐oriented programming language developed by Oracle/Sun Microsystems in the early 1990s. Java applications are compiled to bytecode, which at runtime is either interpreted or compiled to native machine code for execution
JavaScript
a scripting language based on the concept of prototype-‐based programming
JES
Oracle/Sun Java Enterprise System. Set of enterprise tools from Oracle/Sun Microsystens that include portal services and identity management. Glossary
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287
Job
the unit of work that a computer operator (or a program called a job scheduler) gives to the operating system
−K−
Kernel
the essential center of a computer operating system, i.e. the core that provides basic services for all other parts of the operating system; can be contrasted with a shell, the outermost part of an operating system that interacts with user commands
Keyboard
a text input device of a computer
Killer app
application that creates high demand for a hardware system or platform
Knowledge base
information collection/repository of facts or expertise
Knowledge management
a concept in which an enterprise consciously and comprehensively gathers, organizes, shares, and analyzes what it knows, its collective
KPI
“Key Performance Indicator” – this is a measurement of organizational success. Used to show and measure progress towards an organizational goal
−L−
Lab
laboratory; a site in which theories can be tested or taught hands-‐on environment; typically a computer classroom or science facility
Lab Manager
the supervisor of a laboratory, its resources and services
Lambda Rail
a computer network that utilizes high-‐speed îber-‐optic lines. This network is utilized as an applications testing tool
Glossary
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288
LAN
Local Area Network; a group of computers and associated devices that share a common communications line and typically share the resources, applications, and data storage of a single processor or server within a small geographic area
LCD
Liquid Crystal Display; a technology used for displays
Learner analysis
an examination of student characteristics that are relevant to the design of instruction that include, but are not limited to, age, academic ability, learning style, and motivation
Learning object
a discreet chunk of data that is part of a learning module, which can include video, audio, text, e-‐mail, slides, case studies, or any medium that can be digitized
Learning styles
cognitive, affective, and physiological factors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment
Legacy Modernization
migrating and restructuring older legacy systems which have become outdated due to obsolete platforms and applications to more modern platforms which can support new advancements and heterogeneity in technology applications
LIB
Label Information Base; extension for library îles
Library
a collection of objects that are stored in a common location most frequently, programs in source code or object code form, data îles, scripts, templates, fonts, and physical storage units such as tape cartridges
Linux
a freely-‐distributable open source implementation of UNIX that runs on various of hardware platforms
Lion
64-‐bit Mac operating system that was the îrst Mac OS to leverage experiences and tools from the iOS platform
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289
Live Motion
Web/Multimedia authoring tool from Adobe
Luddite
a member of the organized groups of early-‐19th-‐century English craftsmen who destroyed the textile machinery that was replacing them; often used to describe anyone opposed to technological change or critical of technology
−M−
Mac
the Macintosh; introduced in 1984 by Apple Computer, was the îrst widely-‐sold personal computer with a graphical user interface (GUI)
Mac OS
the computer operating system for Apple Computer’s Macintosh line of personal computers and workstations including: Leopard, Snow Leopard, Lion and Mountain Lion
Macromedia
software publisher specializing in multimedia related products
Mainframe
an industry term for a large computer generally associated with IBM
Maintenance
the selective testing of a software system to ensure the absence of any bugs and that no previously-‐
working functions have failed; also checks to see that newly added features have not created problems with previous versions of the software
Message design
a îeld of study that encompasses students’ perceptions of media and their subsequent ability or disability to interpret media
Metadata
electronic tags that are embedded in web materials to permit their retrieval by search engines
Methodology
a series of rules, practices, and processes for the development of solutions, software, and other technology products
Glossary
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290
MHz
MegaHertz
Microcode
programming that is ordinarily not program-‐addressable but, unlike hardwired logic, is capable of being modiîed; may sometimes be installed or modiîed by a device’s user by altering programmable read-‐only memory (PROM) or erasable programmable read-‐only memory (EPROM)
Microsoft
leading publisher of software and development products
MIDI
Musical Instrument Digital Interface; a protocol designed for recording and playing back music on digital synthesizers that is supported by many makes of personal computer sound cards
Midrange
refers to computers that are more powerful and capable than personal computers but less powerful and capable than mainframe computers
MIS
Management Information Systems; a general term for the computer systems in an enterprise that provide information about its business operations also refers to a centrally-‐coordinated system of computer expertise and management
MMO
Massive Multiplayer Online [Game]; this game is capable of supporting a large amount of users simultaneously, can be extrapolated to an educational opportunity learning environment Monitor
a computer display and related parts packaged in a physical unit that is separate from other parts of the computer; notebook computers don’t have monitors because all the display and related parts are integrated into the same physical unit with the rest of the computer
Monitoring
watching system performance
Moodle
an open-‐source Learning Management System (LMS) written in PHP; Moodle was developed to provide tools that promote collaboration in online courses; the îrst version was released in 2002
Glossary
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291
Motherboard
the physical arrangement in a computer that contains the computer’s basic circuitry and components, where circuitry is imprinted or afîxed
MTF
Modulation Transfer Function or Mean Time to Failure
Multimode
multimode îber is optical îber that is designed to carry multiple light rays or modes concurrently, each at a slightly different re^lection angle within the optical îber core
Multimedia
the use of more than one concurrent presentation medium; typically used to mean the combination of text, sound, and/or motion video
My Advisor
Component of Connections that provides academic planning and counselor/advisor resources
−N−
Natural
Software AG 4th generation programming language
Network
a series of points or nodes interconnected by communication paths, which can interconnect with other networks and contain sub-‐networks
NOC
Network Operations Center
Norm-referenced Assessment
an evaluation that is scored based on a bell-‐curve distribution produced by all students’ scores, such as standardized tests
NWRDC
Northwest Regional Data Center – based in Tallahassee, Florida, this organization is a leading provider of educational and governmental secure computing for the State
Glossary
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292
−O−
Object
unit of code, a process component, or content element, also target
Objective-C
programming language primarily used for developing Mac & iOS applications
OEM
Original Equipment Manufacturer; a company that uses product components from one or more other companies to build a product that it sells under its own company name and brand
Office
Ofîce productivity suite from Microsoft
Online
the condition of being connected to a network of computers or other devices; frequently used to describe someone who is currently connected to the Internet
OOP
Object-‐Oriented Programming; programming organized around objects rather than actions, data rather than logic
Oracle
A leading supplier of software for information management; it is best known for its sophisticated relational database products
ORION
Florida State college’s name for its implementation of the Integrow ERP solution
ORION 2
platform migration of the ORION system to the open systems environment ORION 3
web–enablement of the ORION system
OS
Operating System; the program that, after being initially loaded into the computer by a boot program, manages all the other programs in a computer
Glossary
!
293
OSAF
Open Sources Applications Foundation, organization formed to support and encourage community-‐
based software development and open licenses for use of the software
OSF
Open Systems Foundation, group of companies collaborating to establish systems and product standards that are non-‐proprietary
OS X
Apple’s operating system built from the NeXT platform
Outsource
to hire an outside agency or team to complete a project
−P−
Pages (Mac Application)
a word and document editing program released by Apple as part of their iWork package
Parse
to analyze something in an orderly way, break down to elemental levels
Password
sequence of characters used to veriîscal year that a user requesting access to a system is that user
Pedagogy
the study of teaching children; often used to refer to teaching methodology as a whole
PERL
Practical Extraction and Reporting Language; a script programming language that is similar in syntax to the C language and that includes a number of popular UNIX facilities
PERL Hack
software product thrown together using PERL scripts
PHB
Pointy-‐Haired Boss, as in Dilbert character
Photoshop
graphics editing tool from Adobe
Glossary
!
294
PHP
Hypertext Processor; edits and translates a specially scripted language to create dynamic websites
PICS
a Cisco security îrewall product
PIN
a pronged contact, part of a male connector which plugs into a female connector as part of a signal interface in a computer or other communications device; the number of pins in a connector is sometimes used in describing it
Plasma Display
uses cells held between two panels of glass to emit light when noble gases in the cells excite and turn to plasma
Plenum
a separate space provided for air circulation for heating, ventilation, and air-‐conditioning, provided in the space between the structural ceiling and a drop-‐down ceiling or under a raised ^loor; often used to house connecting communication cables
Podcast
an audio or video île uploaded by one user and downloaded by others to listen/view on an iPod. These îles are typically lecture-‐based, or similar to a talk radio program. Users do not communicate in real time
POP
Point-‐Of-‐Presence; an access point to the Internet with a unique Internet Protocol (IP) address
Port
on computer and telecommunication devices, a speciîc place for being physically connected to some other device, usually with a socket and plug of some kind, also a software connection point
Portal
aggregate entry point for multiple virtual services; typically accessed through a web browser
Portlet
these applications combine within a web portal page to create a dynamic interface for users; portlet applications include email, discussion forums, stock reports, etc
Glossary
!
295
POS
Point-‐Of-‐Sale; a terminal that is a computerized replacement for a cash register, able to record and track customer orders, process credit and debit cards, connect to other systems in a network, and manage inventory
PRI
the Integrated Services Digital Network (ISDN); has two levels of service: the Basic Rate Interface (BRI), intended for the home and small enterprise, and the Primary Rate Interface (PRI), for larger users
Production
the live systems environment in which real data and real transactions occur
Program
a speciîc set of ordered operations for a computer to perform
Project
Microsoft project management software or a group of tasks designed to produce an end product
Proprietary
a technology or product that is owned exclusively by a single company that carefully guards knowledge about the technology or the product’s inner workings; may only function properly when used with other products controlled by the same company
Protocol
the special set of rules that govern communications
Public-key encryption
an encryption scheme wherein each person gets a pair of keys, called the public key and the private key, the public key being published while the private key is kept secret; often used in conjunction with a digital signature
−Q−
Query
a question or request for information entered by a user of a search engine or database
Glossary
!
296
−R−
RAM
Random Access Memory; the place in a computer where the operating system, application programs, and data in current use are kept so that they can be quickly reached by the computer’s processor but which only stay in RAM as long as your computer is running
Recovery
the recovery of lost data packets
Relational
relational database; a collection of data items organized as a set of formally-‐described tables from which data can be accessed or reassembled in many different ways without having to reorganize the database
Resolution
the sharpness and clarity of an image; often used to describe the relative quality of monitors, printers, and bit-‐mapped graphic images
RF
Radio Frequency; any frequency within the electromagnetic spectrum associated with radio wave propagation
Robust
an adjective commonly applied in marketing literature to information
ROI
Return On Investment; for a given use of money in an enterprise, how much return (usually proît or cost saving) will result
ROM
Read-‐Only Memory; computer memory on which data has been prerecorded and which, once written, cannot be removed and can only be read; unlike main memory (RAM), ROM retains its contents even when the computer is turned off
Root
the top directory in a île system
Router
a device that connects any number of LANs
Glossary
!
297
RSS
program/application which “reads” subscribed to websites for new content and aggregates this new content in one area for the user. Commonly used to track frequently updated information sites and weblogs
−S−
SAN
Storage Area Network; a high-‐speed sub-‐network of shared storage devices which acts as a pathway between the end user and the stored data
Scanner
an input device that takes in an optical image
SLA
Service Level Agreement
Slippage
lateness of a project, a slide in the project plan
Smart (as in classroom)
an on-‐site classroom wired for Internet access, that contains multimedia equipment such as video projector, DVD player, and computers
Smartphones
converged mobile devices the leverage the power of mobile computing (WiFi, Web, email) with traditional cellular phone
SOA
Service-‐oriented architecture (SOA [pronounced "sō-‐uh" or "es-‐ō-‐ā"]) describes a software architecture that deînes the use of loosely coupled software services to support the requirements of business processes and software users
Soft key
a keyboard key that is simulated by an icon on screen
Software
computer instructions or data; (1) systems software: the operating system and all the utilities that enable the computer to function; (2) applications software: programs that do real work for users, such as word processors, spreadsheets, and database
Glossary
!
298
Software AG
software publisher specializing in data base management and SOA products
Solaris
a UNIX based operating system developed and distributed by Oracle/Sun software
Spam
Unsolicited e-‐mail, typically consisting of advertisements
SPARC
Scalable Processor ARChitecture; a 32 and 64 bit architecture developed by Oracle/Sun Microsystems that utilizes RISC based computing
SSL
Secure Sockets Layer; a protocol developed by Netscape for transmitting private documents via the Internet. SSL works by using a public key to encrypt data that’s transferred over the SSL connection
Standard
a deînition or format that has been approved by a recognized standards association also norms set within an organization
Storage (Storage Array)
a group of physical hard drives combined to create a large volume of space to house data in a Storage Area Network
Stub
a routine that doesn’t do anything other than declare itself and the parameters
Summative evaluation
an assessment utilized to determine înal learning outcomes and often to determine grades
Switch
(1) in networks, a device that îlters and forwards packets between LAN segments; (2) a small lever or button; (3) another word for option or parameter — a symbol that you add to a command to modiîscal year the command’s behavior
SYN
a SYNtactic speciîcation language
SyncSort
Data management/île management systems product for IBM mainframe environment
Glossary
!
299
Sysadmin
also systems administrator; an individual responsible for maintaining a multi-‐user computer system, including a local-‐area network
System
also computer system; a combination of components working together which includes both hardware and software
−T−
T1
also DS1 line; a dedicated phone connection supporting data rates of 1.544Mbits per second
T2
also DS2 line; a dedicated phone connection supporting data rates of 6.312 Mbps
T3
also DS3 line; a dedicated phone connection supporting data rates of about 43 Mbps
Tablet
graphics tablet, digitizing tablet, or electronic tablet; also Tablet PC; a design for a fully-‐equipped personal computer that allows a user to take notes using natural handwriting on a stylus-‐ or digital pen-‐sensitive touch screen instead of requiring the use of a keyboard
Tag
a command inserted in a document that speciîes how the document, or a portion of the document, should be formatted
Task analysis
a process utilized to determine what content needs to be included in a segment of instruction for learner to achieve the learning goal
Teaching methods
strategies utilized by instructors to deliver content and allow student interaction with content
Technology
all computer hardware, software, and similar and related electronic, mechanical, or systems-‐like products, processes, or projects
Glossary
!
300
Technology-enhanced Courses
Primarily face-‐to-‐face instruction, utilizing some form of technology for the delivery of supplemental course materials for no more than 50% of direct instruction
Telecommunications
refers to all types of data transmission, from voice to video
Teleconference
a conference held via a telephone or network connection
Telephony
the science of translating sound into electrical signals, transmitting them, and then converting them back to sound; that is, the science of telephones; used frequently to refer to computer applications that performs functions traditionally performed by telephone equipment
Test
the phases of checking for bugs and conîrming system functionality
TFT
Thin Film Transistor, also active-‐matrix LCDs; a type of LCD ^lat panel display screen, in which each pixel is controlled by from one to four transistors
Thin client
a simple program or hardware device which depends mostly on the function of a server
Thrashing
excessive paging in virtual memory
Tomcat
Apache Server -‐based application that enables java code to run under a web environment Traditional Courses
100% face-‐to-‐face instruction with no technology used
Transaction
a unit of interaction with a DBMS or system, which must be treated in a coherent and reliable way independent of other transactions
Transactional distance
a measure of the learner’s perception of relatedness to the instructor, the environment, and the process
Glossary
!
301
−U−
Ultra Thin Client
a computer that primarily operates using a central server for all processing
UNIX
a multi-‐user, multitasking operating system that is widely used as the master control program in workstations and especially servers
Unzip
to extract îles from a Zip archive
UPS
Uninterruptible Power Supply; a power supply that includes a battery to maintain power in the event of a power outage
Uptime
a computer industry term for the time during which a computer is operational, available, opposite of downtime
URL
Uniform Resource Locator; the global address of documents and other resources on the World Wide Web, the îrst part indicating the protocol, the second speciîc îscal year the IP address or the domain name where the resource is located
USB
Universal Serial Bus; an external bus standard that supports data transfer
User
an individual who uses a computer or system
User ID
user identiîer; a user number or name which is unique to a particular user of a computer or group of computers which share user information
−V−
Vapor
also vaporware; a sarcastic term used to designate software and hardware products that have been announced and advertised but are not yet available
Glossary
!
302
Video card
also graphics card or graphics adapter; a circuit board îtted to a computer, containing the necessary video memory and other electronics to provide graphics display capability
Virtual
not real; distinguishes something that is merely conceptual from something that has physical reality, e.g. virtual memory
Virtual college
an educational program offered part-‐ or completely online
Virus
A computer program that infects and runs on a computer without the knowledge or per mission of the computer’s user; the virus spreads to other computers through île sharing and connected networks
VM
Virtual Machine a self-‐contained operating environment that behaves as if it is a separate computer
VMS
Virtual Memory System; an operating system from the Digital Equipment Corporation that runs in older generation mid-‐range computers
VoIP (Voiceover IP)
the routing of voice over internet IP
VPN
Virtual Private Network; a network that is constructed by using public wires to connect nodes, such systems use encryption and other security mechanisms to ensure that only authorized users can access the network and that the data cannot be intercepted
VRAM
Video RAM, special-‐purpose memory used by video adapters that, unlike conventional RAM, can be accessed by two different devices simultaneously
VRML
Virtual Reality Modeling Language a speciîcation for displaying 3-‐dimensional objects
−W−
WAN
Wide Area Network; a computer network that spans a relatively large
Glossary
!
303
WebDAV
Web-‐based Distributed Authoring and Versioning
Web Enablement
extends legacy applications for access via a web browser
Webification
the act of transforming items into a format where they can be displayed on the web
Web Services
reusable application modules/interfaces that are exposed through XML (web-‐based APIs)
Widget
a application or computer element that a user can interact with in a virtual sense
Wizard
an interactive virtual guide which takes a user through the steps of a program’s process to complete a task Workstation
a computer that generally has a higher level of processing power and work-‐related programs and graphic design capabilities than the average desktop computer; a computer that is loaded with all the appropriate programs necessary for a job
−Y−
Yak-Shaving (aka: Axe-Sharpening)
a seemingly pointless activity which is actually a necessary step in the process of solving problems
−Z−
Z-OS
IBM operating system
Glossary
!
304
BIBLIOGRAPHY
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The Aberdeen Group researches the interconnection and functionality between Social, Mobile, and Cloud. Aberdeen constructs a strategic plan for organizations‘ infrastructure which provides value and measurable returns. SoMoClo strategy informs organizations networks and infrastructure implementation of social media, mobile devices and platforms, and cloud storage.
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The web document from Florida Department of Economic Opportunity reports employment and unemployment statistical information for September through October 2006 and September through October 2007 in Florida. This information directly in^luences economic climate and funding decision making policies related to employment throughout Florida.
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In the Journal Cybernetica, Ashby introduced concepts for understanding complex systems.
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Babcock normalizes deînitions of the CLOUD and presents the case for its broad-‐based adoption and success in the future of IT.
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The Social Life of Information describes how the ostentatiousness of the newest technology obscures social interaction. The author emphasizes the importance of fusing social interaction into the creation and implementation of technology.
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The Predictioneer’s Game is a valuable presentation of developing strategic views of the future through the application of game theory and how game forecasts cans supplement business judgement.
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Flash Foresight presents strategies for creating perspectives on the future, ‘^lashes of foresight’ that will help leaders prepare for the future in meaningful ways and to use transformation to drive growth and direct the future.
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In the A/B Test, Christian describes the test process for evaluating optimal web design with on-‐the-‐^ly changes measured for user behavior and the applicability of the results to the transformation of risk.
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The author underlines companies’ failure to properly manage and remain educated about market and technological change within their own venues. Organizations face challenges due to constrained and antiquated evaluations in relation to application of the latest technological advances. Despite disruptive innovations can bring about economical gain, sometimes exceptional, above those industries who did not carry out change, the challenges persist.
Collins, Jim, Good to Great (New York: Harper Business Press, 2001).
Jim Collins points out the challenges of undoing good to get to great and how often in good organizations the concept of accomplishing greatness is absent. Collins goes on to further explain the causes of such deîciencies. Changes in technology as well as what appear to be sudden technological advances pose signiîcant challenges. Many fear technology and lack understanding of its practicality and value within their environment which results in a resistance to change.
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Report for the Florida College System: The Fact Books 2008-‐2012 from Florida Department of Education reports dynamically such information as admissions, enrollment, personnel costs, and facilities expenditures in the Florida college system. This information directly impacts decision making and policy formation.
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This web post from the Orlando Sentinel discusses Governor Scott’s college and university education signiîcant budget cuts and responses from the House as well as the community.
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In Moses: CEO, Lessons in Leadership, Dilenschneider notes the globe is driven by information obtained from the Internet and is unpredictable.
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Finding the Zone refers to teams ability to complete complex tasks with ease where ^low=skill/challenge, and how to improve performance.
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Facebook’s company fact sheet shares information regarding ofîce locations, employee count, prominent statistics about Facebook, and Board Members’ information. In referencing Facebook’s fact sheet, rapid employee growth speciîcally, there is a learning possibility for the college in relation to collaborative work involving incorporation of specialized software, server and storage hardware.
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Feser, C. and Vasella, D., Serial Innovators: Firms that Change the World, (Hoboken: John Wiley & Sons, Inc., 2012).
Serial Innovators analyzes the common perspectives and practices of continually successful innovators and describes basic steps to simplify business and engage in positive framing of direction.
Flinn, S., The Learning Layer: Building the Next Level of Intellect in Your Organization (New York: Palgrave MacMillan Inc., 2010).
Flinn describe how humans learn and how to optimize learning for organizational advantage.
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pdf/annualreport2011.pdf>, accessed 02 Mar. 2012. The The Florida College System Annual Report 2011 includes the Florida College System Strategy Plan for years 2010 through 2015 and statics related to enrollment and funding. Furnham, A. and Taylor, J., The Elephant In the Boardroom: The Causes of Leadership Derailment (Palgrave Macmillan, Inc., 2010).
Furnham and Taylor provide a detailed analysis of senior management styles and behaviors that can damage organizations.
Gates III, William, Business at the Speed of Thought (New York: Warner Books, 1999). In Business at the Speed of Thought, Bill Gates describes the lack of technology used for sharing information quickly and efîciently within businesses to improve business process. Glaser, R. and May, Thornton, ‘CIO Leadership Institute presentation notes’, (Berkeley, CA: UC 2006), accessed 2006.
Glaser and May detailed how individual professional competency is a strategic differentiator.
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CHEMA’s 2006 report includes a view of the future of education and seeks to spin a positive perspective on the deterioration of educational funding incorporating analytical data to support their view, which forces vast changes in the educational domain. Gostick, A. and Elton, C., The Orange Revolution: How One Great Team Can Transform an Entire Organization (New York: Free Press, 2010).
Gostick and Elton study the evolution of teams and the principles of positive motivation and environments to achieve “breakthrough” levels of performance.
Heath, Chip and Heath, Dan, Switch, (New York: Broadway Books, 2010).
Switch describes environmental change and how direct change, deîne goals, motivate, and unite a team. This philosophy is highly relative to organizations, where power to change is coupled with intellectual horsepower, high expectations, creativity, ingenuity, excellence, and potential for greatness are priority for both leaders and supporting staff.
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Hill, D. and Simon, S., Emotionomics: Leveraging Emotions for Business Success, (London: Adams Business & Professional, 2007).
Hill and Simon explain the shortcomings of depending on rational thinking to achieve support or buy0in and how to overcome the “say-‐feel gap.” They detail the seven (7) core emotions of: surprise, fear, anger, sadness, disgust, contempt, and happiness and the facial coding method for determining a person’s current state.
Hoffer, Eric, The True Believer: Thoughts on the Nature of Mass Movements (Haper & Row, 1951).
The True Believer describes change, pointing that most changes are situational changes; Con^lict occurs when rationality contradicts with emotion.
Jensen, Bill and Klein, Josh, Hacking Work, (New York, NY: Penguin Group, 2010).
Jensen and Klein present the differences between positive (benevolent) hackers and those who do harm as well as classifying types of hacks. Hacking as used in this work is ‘working around’ the business to get things done, altering a system or process to one’s advantage. They suggest how to hack benevolently for the good of the business and how to eliminate the binds of oppressive processes.
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The Horizon Report published annually, explores the use of new media and technologies and developing applications of emerging technologies for learning, research, and creative inquiry.
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In Kao’s book Jamming, he stresses the importance of creativity to any industry. He reiterates the signiîcance with several comments to that fact from a myriad of high level executives at diverse leading companies. He then goes on to further explain the origins of inspiration. Inventiveness is relevant to the technology team as technology changes rapidly and often. We must strive to make sense of the chaos to grow successful projects from innovative ideas.
Katz, Richard N. & Associates, Dancing with the Devil: Information Technology and the New Competition in Higher Education, (San Francisco: Jossey-‐Bass, 1999).
Dancing with the Devil: Information Technology and the New Competition in Higher Education discusses how digital media is challenging institutions to rethink how they work. Higher education is facing challenges in that traditional schooling within the conînes of four walls is becoming obsolete; replaced by the open space of the internet with the gate door being a computer or mobile device. Kawasaki, Guy, Rules for Revolutionaries (New York: Harper Collins, 1999).
Guy Kawasaki writes of technology revolution as having three parts to invoke productive successful change. One must be innovative while leading the charge and following through with hard work. Kurzweil, Ray, The Age of Spiritual Machines, (New York, NY: Penguin Group, 1999).
Kurzweil describes the evolution of machine intelligence and the ramiîcations for humans and organizations as we approach singularity.
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Loehr and Kaye provide suggestions for creating environments and practices that lead to orderly and productive work environments.
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Thornton May presented the four futures and strategies for developing a successful approach to building the desired future rather than waiting for it to show up.
May, Thornton, The New Know, (Hoboken, New Jersey: Wiley, 2009).
May describes the ever growing importance of big data and the role of the analyst in helping organizations know what they need to know.
Mićić, Pero, The Five Futures Glasses: How to see and understand more of the future with the Eltville Model (New York, NY: Palgrave MacMillan, 2010).
Mićić deînes the îve lenses; Blue, Red, Green, Yellow, and Violet for analyzing potential futures and recommendations for developing meaningful and useful strategic visions.
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‘Internet World Stats’ provided by the Miniwatts Marketing Group shares up-‐to-‐date information regarding internet usage. This data is used to keep informed of the growing worldwide and domestic commerce to attain a better understanding of the target demographic group for higher education.
Mintzberg, Henry, The Structuring of Organizations, (New York: Prentice Hall, 1979).
Mintzberg’s classic on organization theory describes models and functions for structuring organizations based on organizational type and type of work.
Moore, Geoffrey A., Escape Velocity: Free Your Company’s Future from the Pull of the Past (New York, NY: HarperCollins, 2011).
Moore describes how to create breakthrough high performing organizations for the future without relying, or being bound by, the organization’s past. He explains speciîc strategies, based on types of organizational power and innovation.
Muller, Hunter, The Transformational CIO: Leadership and Innovation Strategies for IT Executives in a Rapidly Changing World (Hoboken, NJ: John Wiley & Sons, Inc., 2011).
Muller describes the attributes of transformational CIOs and how vision and business transformation are central to the domain of future CIOs.
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Nash’s article discussed the subsiding of the economic decline noted by renewed spending in technology, especially those dealing in mobility. This is relevant in two ways to us: (1) we are encouragement we have maintained our belief in the digital force and have devised plans integrating mobility into our system and (2) we are supported in our consistent pursuance concerning value added to the college through mobility will be revealed.
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Pine II, Joseph B. and Gilmore, James H., The Experience Economy: Work is Theatre & Every Business a Stage (Boston: Harvard Business School Press, 1999).
The Experience Economy: Work is Theatre & Every Business a Stage expresses in the new economy consumers will be paying for experiences and information will no longer be the foundation of economical gain. Rennie, Robert J., A Technology White Paper: A Strategy for E-‐Commerce ((Jacksonville, FL: Florida State College @ Jacksonville, 1999) and Wallace, Steven and Rennie, Robert J. The Case for the E-‐volution (Community College Week, 2000).
Rennie and Wallace make the case for innovation in higher education and the need for a future-‐focused style of leadership and willingness to accept intelligent risk.
Rennie, Robert J., Strategic Technology Plan 2002 (Jacksonville, FL: Florida State College @ Jacksonville, 2002).
The 2002 Strategy Technology Plan is a comprehensive view of the Florida State College technology department’s future projections, strategies, plans, architecture, infrastructure, organization structure, and înancial data. Rosenberg, Scott, Dreaming in Code (New York, NY: Crown, 2007).
Rosenberg studied the difîculties of making high quality software. The processes, the teams, and the products they produce are analyzed and the extraordinary effort required to make something rich, useful, and lasting.
Rubenstein, Moshe F. and Firstenburg, Iris R., The Minding Organization (New York: John Wiley & Sons, 1999).
Rubenstein and Firstenburg describe the process needed to break free of “old” thinking and achieving success by bringing the future to the present.
Rumelt, R., Good Strategy Bad Strategy: The Difference and Why It Matters, (New York: Random House, 2011).
UCLA’s Rumelt classiîes the differences between good and bad strategy, the kernel of good strategy that starts with; diagnosis, a guiding policy, and a set of coherent action. He explains the process for building good strategies.
Rust, Roland T., Zeithaml, Valarie A., and Lemon, Katherine N., Driving Customer Equity (New York: Free Press, 2000).
Driving Customer Equity explains the shift in industries from focusing on product to focusing on customer equity; placing value in customers has far more longevity than product value.
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Schank, R., Lyras, R., and Soloway, E., The Future of Decision Making, (New York: Palgrave MacMillan Inc., 2010).
Schank, et al describe the need to eschew old views of decision making and the need to free organizations from the shackles of past practice and to move from a rules-‐dominated culture to one where trusted instinct applies.
Shapiro, Andrew, The Control Revolution (New York: Century Foundation, 1999).
The Control Revolution discusses the paradigm shift in internet control from government and companies to individuals; however, this shift may be in perception only, an illusion, as government and companies try to maintain control of information, experiences, and resources. Sherman, A., Harvesting Intangible Assets: Uncover Hidden revenue In Your Company’s Intellectual Property (New York: AMACOM, 2012).
Sherman proposes a farming approach to business, growing and deriving review from intellectual capital.
Tapscott, Don, The Digital Economy: Promise and Peril In the Age of Networked Intelligence, (New York: McGraw-‐Hill, 1996).
The Digital Economy: Promise and Peril In the Age of Networked Intelligence examines the Internet shift of information resource to a communication resource where many share there knowledge and experiences. Industry innovation and proîtability is changing due to the adaption of this model. Taylor, Chris, ‘Social networking 'utopia' isn't coming’, CNN Tech [web page], (2011) <http://
articles.cnn.com/2011-‐06-‐27/tech/limits.social.networking.taylor_1_twitter-‐users-‐facebook-‐
friends-‐connections?_s=PM:TECH>, accessed 26 Mar. 2012.
The post by Chris Taylor covers the multitude, in the hundreds of millions, of users connected via Facebook and the inevitable growth of Tweeter in the same manner as Facebook. He goes on the write millions of cities and countries are connected through these social media establishments.
Taylor, William C. and LaBarre, Polly G., Mavericks at Work (New York: Harper Collins, 2006).
Mavericks at Work offers examples of successful companies and creative, intellectual business minds who aren’t afraid to step outside the box and do things differently. Tennant, Don, ‘A Wake-‐up Call’, ComputerWorld Magazine, (2007), <http://
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Don Tennant’s opinion article ‘A Wake-‐up Call’ in ComputerWorld Magazine, reiterates his previous article’s view on the imperativeness in quality work, especially in IT professions. The world and how it works have changed and are every-‐changing, thus not standing still for inferior skills. United States Department of Labor, ‘Current Unemployment Rates for States and Historical Highs/
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The web document from the United States Department of Labor reports unemployment statistical information comparing current year with historical data. VanGundy, Arthur B., Techniques of Structured Problem Solving, 2nd Edition (New York: Van Nostrand Reinhold, 1988).
VanGundy offers an in-‐depth look into problem solving methodologies, their history and applications to problems by type.
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Waterman, et al, make the case for a continuously learning workforce, one that is not bound by a limited skill set.
Weill, P. and Ross, J., IT Savvy: What Top Executives Must Know to Go from Pain to Gain, (Boston: Harvard Business School Publishing, 2009).
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Weinstein presents a framework for integrity based work through ethical intelligence. The framework emphasizes the principles of ethical intelligence and examples in real life scenarios.
Welch, Jack and Welch, Suzy, Winning: The Answers (New York: Harper Collins, 2006).
Winning: The Answers by Jack and Suzy Welch, discusses business practices and answers many tough business questions including leadership, difîcult supervisors, teamwork, and competitors. They take business challenges and explain candidly and optimistically how to conquer and/or face them.
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CHAPTER QUOTES
Introduction ..............................................................................................“Change in all things is sweet.” -‐Aristotle
Executive Summary ..........................................................................“Success is never înal.” -‐Winston Churchill
Chapter 1: Technology and higher education: The Future ........“The future ain’t what it used to be.” –
Yogi Berra
............................................................................................“Possunt quia posse videntur. Audentis fortuna iuvat.”
(“They can because they think they can. Fortune favors the bold.”) -‐Virgil
Chapter 3: Technology Vision ...“Leadership is the capacity to translate vision into reality.” -‐Warren G. Bennis
Chapter 4: Technology Architecture .......“As long as you’re going to be thinking anyway, think big.” -‐
Donald Trump
Chapter 5: Management and Structure .............................................................................................................................
“The fact is, being a leader changes everything.” -‐Jack Welch, Former CEO-‐GE
Chapter 6: Strategic Technology Initiatives ....“...we are actively looking for new cliffs to jump off...” -‐
Albrecht of HBO
Chapter 7: college-‐wide Initiatives Related to Technology .....“Be a yardstick of quality. Some people aren’t used to an environment where excellence is expected.” -‐Steve Jobs
Chapter 8: Security, Business Continuity, and Disaster Recovery ....“How much pain have cost us the evils that never happened.” –Thomas Jefferson
Chapter 9: Environment ...........................................................................“Nothing quite new is perfect.” -‐Cicero
Chapter 10: Fiscal Resources ..............“Love lasteth as long as the money endureth.” -‐William Claxton
Chapter 10: .....................................................................“You can observe a lot by just watching.” – Yogi Berra
Chapter 11: Five Year Outlook ......“If you don’t know where you are going, you’ll end up somewhere else.” -‐ Yogi Berra
Chapter 12: Conclusions & Summary ..............“Power corrupts. Absolute power is kind of neat.” -‐John Lehman
Appendix A: Next Generation Technology Standards & Acquisitions* ...............................................................
“A lot of things are changed or going to be changed very soon. We have revolution now.” -‐Oleg
Appendix B: Workstation Standards .............“…beware of men bearing magical machines and a list of hopeful prophecies attached.” -‐David Shenk
Quotes
!
315
Appendix C: Technology Acquisitions ............“When you have faults, do not fear to abandon them.” -‐-‐
Confucius
Glossary ....“And when I have understanding of computers, I will be the supreme being.” -‐Evil (Time Bandits)
Bibliography ...................“Never express yourself more clearly than you are able to think.” -‐Neils Bohr
Quotes
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CREDITS
Foreword .....................................................................................................................................Steve Wallace
Introduction ............................................................................................................................Dennis Reiman
Executive Summary .....................................................................................................................Rob Rennie
Chapter 1 -‐ Technology and Higher Education: The Future ......................................Rob Rennie
Chapter 2 -‐ Technology Strategy ............................................................................................Rob Rennie
Chapter 3 -‐ Technology Vision ................................................................................................Rob Rennie
Chapter 4 -‐ Technology Architecture .................................................Dennis Reiman, Rob Rennie
Chapter 5 -‐ Management and Structure ..............................Chrystal Wickline, Dennis Reiman,
...........................................................................................................Chris Martin, Ron Smith, Rob Rennie
Chapter 6 -‐ Strategic Technology Initiatives ..................................Dennis Reiman, Rob Rennie,
Chapter 7 -‐ College-‐wide Initiatives Related to Technology .............................Dennis Reiman,
...........................Chris Martin, Ron Smith, Rusty Gardner, Trever Brolliar, Chrystal Wickline,
.............................................Theresa Lott, Rusty May, Fred Huffman, Kelly Thomas, Rob Rennie
Chapter 8 -‐ Security, Business Continuity, and Disaster Recovery ...........................Ron Smith
Chapter 9 -‐ Environment ..................................................Chris Martin, Fred Huffman, Ron Smith
Chapter 10 -‐ Fiscal Resources ..................................Rusty May, Kelly Thomas, Dennis Reiman,
........................................................................................Chrystal Wickline, Wendy Heape, Rob Rennie
Chapter 11 -‐ Five Year Outlook ................................Rusty May, Kelly Thomas, Dennis Reiman,
........................................................................................Chrystal Wickline, Wendy Heape, Rob Rennie
Chapter 12 -‐ Conclusions and Summary ............................................................................Rob Rennie
Appendix A -‐ Next Generation Technology Standards and Acquisitions ......Rusty Gardner,
.Chris Martin, Dennis Reiman, Ron Smith, Kelly Thomas, Theresa Lott, Chrystal Wickline
.............................................................................................................................................................Ian Vanhoof
Appendix B -‐ Workstation Standards ...................................................Ron Smith, Dennis Reiman
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Appendix C -‐ Technology Acquisitions ..........................................Dennis Reiman, Kelly Thomas
Glossary .......................................................................................Taya Ball, Dennis Reiman, Ron Smith,
.......................................................Kelly Thomas, Chrystal Wickline, Trever Brolliar, Ian Vanhoof
Bibliography ..............................................................Chrystal Wickline, Rob Rennie, Tina Hackney
Cover Artwork and Design ..........................................................................................Chrystal Wickline
Document Design, Creation, Formatting, and Graphics ..................................Chrystal Wickline
Production Support .........................................................................................................Chrystal Wickline
Diagrams ..............................................................................Chris Martin, Dennis Reiman, Ron Smith,
...........................................................................................Rusty May, Kelly Thomas, Chrystal Wickline
Editorial ....................................................................Rob Rennie, Dennis Reiman, Chrystal Wickline
Project Coordinator and Publication Designer ...................................................Chrystal Wickline
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Strategic Technology Plan

Transcription

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