Project Topics
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Digital Capability
Knowledge and information are required by the University in order to build a digital capability. Much of this knowledge already exists within an organisation and therefore the entire organisation should be utilised to create the digital capability. Peppard and Ward (2016, p469) describe Digital Capability as an “ability to use IS/IT effectively and advantageously”. From an individual’s point of view the digital wall could be used in a number of different ways and this digital capability could mean altering the way in which the individual should work or gather knowledge as well as how they learn new skills and procedures. Organisations see digital capability as the way to do business or achieve their goals whereas from a societal point of view digital capability changes the way in which the world can be seen as technology is viewed as a product of the context of use (Orlikowski 1992). Ultimately in this research we see Digital Capability as the ability of the University along with its various members such as lecturers, staff and students to use the Digital Wall effectively and in a strategic context.
The two views, individual or organisational, shown above are not exclusive and can co exist within the context of the university library. Indeed, the concept of working together is crucial. What is known as co-evolutionary theory shows that a number of factors are evolved in an environment by an organisation at the same time (Peppard and Ward, 2016). This is especially true when building the digital walls capability, balancing both the needs and desires of individuals along with the strategic goals of the University. The theory forces an organisation to look at its various functions and the ability to cope with disorder and uncertainty in the environment. Therefore as we see the digital wall as being central to the Library the digital capability needs to be developed carefully to ensure that it meets the needs to all parties.
DIKAR
DIKAR stands for Data, Information, Knowledge, Actions and Results with each word representing a stage in the model. Each of the headings can be considered as a stages in the model interlinked by certain activities that increase value to an organisation. The DIKAR model can be used to understand Knowledge Management within the University. Peppard and Ward (2016) describe how an organisation can use this model to understand how knowledge can be processed and used in a certain workflow from data through information generation to knowledge creation. With this knowledge the University can choose to act in certain way and model the results.
Crucially, in our research, the model shows how current data could be used in the future to inform the University of the Pacific on how to use the Digital Wall. Within the university much of the content (Data) for the digital wall will be produced by the new media program curriculum. This Data will be given context by the producers and the consumers (Information). If we were to imagine that content can also be generated from other sources such as lectures and other departments then the DIKAR model can assist in showing how this could work and the processes (linkages) required can be developed accordingly to assist. Peppard and Ward (2016) show how these linkages show the competences and practices of an organisation. We argue that it can also show the lack of these elements as well. This is particularly useful as the University builds up its digital capability and is required to set up new processes (linkages) that are not yet in place.
In reverse flow the DIKAR model shows how business results can be obtained starting with some kind of desired result and shows the knowledge and actions required in order to achieve that result. When used in reverse or in the so called RAKID direction (Peppard and Ward, 2016) the model can show what data is required to produce a desired result along with all the steps in between. Using the model in this way will allow the University to focus on the end result generation of ideas. With these ideas conceived the model will show how to get there.
Application Portfolio Model
The application portfolio model is recognised as being an integral part of any IS/IT strategy as described by Peppard and Ward (2016). It is used to identify a portfolio of computer based applications for a business to realise its goals. In this project we propose to use it to build up a list of the “applications” for use on/in the digital wall which would allow the North American University Library to develop the required strategies for the walls usage. An application portfolio can change as priorities change. This may be due to external factors or new technology opportunities that come up in future. This would benefit the University greatly as it allows a change of focus or strategy at a later date. The application portfolio can be split into 4 broad categories. Each of these categories then contains relevant applications. These categories are shown below with an example of where we see potential applications fitting:
1- Strategic: The wall will be central to the new library and digital space. Strategic applications are those that align to the University’s overall strategic goals.
2- High Potential: Show new work and ongoing studies that have high potential for the University to extend its reach. These applications could lead to additional students and funding.
3- Key Operational: Applications that show ongoing day to day activities such as News, updates to schedules and important info about the University and Library services.
4- Support: Information for staff and students displayed. QR codes could be used to redirect to other resources provide over the Internet.
The application portfolio model fits well for discovering the types of applications that could be used on the digital wall. It allows decision makers to retain some kind of management of the digital wall, specifically what it can and cannot be used for. This is especially important as the Digital Wall will be the most high profile (visible) of the projects in the proposed redevelopment of the library. As such it needs to be protected from free for all open access. By doing so this means that the wall can’t be hijacked for illicit purposes but equally could restrict its use to a privileged group who have the power to censor or veto content. The North American University’s published document Crossing Boundaries for Academic Excellence provides a guide on how the university plans to organise itself over the next 5 years. By comparing this with the application portfolio we can see that the Digital Wall fits in with Goal 2 – Provide Comprehensive Support for Student Success, Optimize library services to meet current and emerging student needs as well as Goal 3 – Support Excellence in Scholarship and Creative Work, Enhance the culture of interdisciplinary engagement by promoting colloquia, visiting scholars, and high-profile speaker series
Infusion / DiffusionModel
Since not all IS and IT investments will make equal contribution to the University’s success. The Application Portfolio model provides a classification of the different types of contributions, for example sustaining the performance of core business operations, or observing mandatory compliance rules & regulations. Sullivan’s Infusion/Diffusion matrix could provide an internal context to the University by recognising the many pressures and tensions due to forces beyond its control, and those that have to be reconciled in the strategic management of Information Systems and Information Technology (Sullivan, C.H., 1985).
Using Sullivan’s model and associated matrix we are able to consider the effect of introducing a new technology, in this case the digital wall and some of the proposed applications of it, and see whether it would be better to be infused or diffused throughout the organisation.
The matrix within the model show the forces at work as represented over two axes and on which the following points can be considered:
– Infusion shows the degree to which the University becomes dependent on IS/IT to perform its core operations and manage the core business; It is therefore the extent to which technology permeates an area or department, or how deeply embedded technology is in an area of the University’s organisation.
– Diffusion shows the degree to which IS/IT is distributed throughout the University. This could be a measurement of how widely technology is spread throughout the University.
Using this model it is possible to see how the the introduction of new technology affects the University and how well the university affects the usage of the technologies on an ongoing basis. By modeling the effect of external forces we are able to see that some ideas for the Digital Wall will be easier to implement than others.
Project Process Phase 3 – Comparing / Debating SSM Comparing & Debating techniques
SSM phase 3 takes into account discussions about the models constructed in the previous two phases and places an emphasis on comparison within the perceived situations. By doing so it is a way of determining and finding common ground between different worldviews. This is especially important as we have a number of actors involved in the Library project who have an interest in the Digital Wall. Students and lecturers are both involved in the learning and research within the University but in a simple context one teaches and the other learns. By debating differences we can also start to see similarities and therefore blur the line between the two. The Digital Wall could become an area where students teach lecturers (Simonsen, 1994).
With regards to discussing future proposals there are four types of discussion that can take place in phase 3 of SSM. For the purpose of this report we only took into account the first type for practical reasons:
1) Informal discussion.
2) Formal questioning.
3) Scenario writing based on ‘operating’ the models (« […] reconstructing a sequence of events in the past […] and comparing what had happened in producing it with what would have happened if the relevant conceptual models had actually been implemented »).
4) Trying to model the real world in the same structure as the conceptual models (and hence compare).
We have now a dynamic system (Picture 2), where every part of the system in focus is in a continuous interaction with all the other parts. Information flow is ensured, it can handle changes and the communication channels will provide the right information to right unit at right time.
However, there are some other issues to be resolved. In our case, there is the need to understand the environment and that is what the users of the Digital Wall would like to see and what do they expect of it. A survey could assist in this purpose. Additionally, taking into consideration that some of the University’s staff will be responsible for more than one sub-systems, we ensure that the relationships between the subsystems will be tight and with close collaboration.
We understand that the funding has its limits, but if the Wall can be interactive, it would multiply its importance and possible uses. Furthermore, we have to consider that the Wall without proper software will lose potential, therefore it is equally important as the Wall itself.
Project Process Phase 4 – Taking Action 5.1. Report outcomes and/ or findings
Phase 4 of the SSM model refers to the taking action stage. By taking action much of the discovered opportunities from earlier phases can be exploited. We have already identified that the Digital Wall presents an opportunity for not just active students but for the whole university as not only a learning resource but as an informational tool.
From a process perspective utilising the new media program as the platform (and department) for creating and displaying the majority of content is not only feasible but also ensures that content would have to go through a university department before being displayed on the wall. As noted earlier in the VSM model content could come from multiple sources. Processes for submitting and evaluating content must be created. This will help to keep costs lower and ensure that non-appropriate content is not displayed. However, there needs to be flexibility to book wall time for other interesting work. By being inclusive with the SSM taking action phase all participants this will assist in the sharing of ideas and exploration of issues (Sommerville, 2014, p4).
Recommendations
The digital wall is the showcase of the University’s technological advantage, it is therefore highly recommended to have it in a location that provides maximum space coverage & impact, either in its current location or on the main landing instead of the welcoming desk.
We recommend to Create & Maintain a user-friendly (intuitive) cross-platform portal (or interface) with focus on mobile (smart) device use and Wifi connectivity; most searches and reading is done nowadays from personal mobile devices, perhaps with a Library App more users can be reached. Also, highly needed for competitive and technological advantage is the infrastructure to support student digital project creation, discovery, and access. Additionally, an application that would help the user navigate on his personal panel or the main Wall would be an innovative idea and will transform mobile devices into remote controllers, opening up new possibilities.
We also highly recommend to provide a high design attractive interface with an animated university mascot, perhaps with an interactive digital chat for users who need assistance or seek information (For example: Ask the Mascot,such as Microsoft’s Cortana or Apple’s Siri, or Amazon’s Alexa) Moreover, it is also crucial to create a Learning experience platform that is at the same time interactive, proactive, intelligent, responsive and engaging.
Since the Digital Wall is funded from the New Media program, it’s only natural that it will be deriving content mainly from there. However, with an equal distribution of content from the New Media program, the Library and the Writing Centre Service Providers, an interactive Wall can act as a terminal for accessing the library’s material and content from the WCSP. In addition to this, students will be able to access content even past the library’s working hours.
The Library can organize thematic days, where schools can visit the University in order for the children to have their first meeting with higher educational concepts. The Digital Wall can assist in this process through educational-based interactive games and cover subjects such as history, physics, chemistry and biology.
Important information for freshmen should be made available via the Digital Wall, enriched with interactive maps and updates for events like registrations and bookings. This can be complemented with the aggregation of online comments sent from public social media such as Twitter and Instagram or by utilising internal communication platforms.
We envision the Digital Wall as an interactive tool that will combine education and entertainment. We strongly believe that it has the potential, at least more than other improvements, to transform positively the centrality of the library. It shall be the heart of the campus, a place for students, professors, faculty and a significant reason for the local population to become more attracted to the University.
Further discussions using the other methods listed in section 5.1 may produce more refined versions of the ideas presented above to lead to additional ideas.
Table of contents :
1. Introduction
1.1. The North American University – Context presentation
1.2. Description of the report organisation
2. Project Process plan – Presentation and Layout
2.1. Soft Systems Methodology (SSM)
2.2. SSM Phases
3. Project Process Phase 2 – Modeling
3.1 The Viable System Model (VSM)
3.2 The rich picture
3.3 Other models
3.3.1 Digital Capability
3.3.2 DIKAR model
3.3.3 Application Portfolio model
3.3.4 Infusion/Diffusion model
4. Project Process Phase 3 – Comparing / Debating
SSM Comparing & Debating techniques
5. Project Process Phase 4 – Taking Action
5.1. Report outcomes and/ or findings
5.2. Recommendations
6. Conclusion
7. Appendices
8. References
