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Summary
Summary
This guide to developing a vision and devising plans for changing higher education's information technology infrastructure will help academic librarians create more effectively functional libraries, campus IT organizations, and new classrooms. Seventeen experts share their visions and methodologies for - as well as actual experiences with - achieving campus-wide IT leadership roles. Trends in and strategies for departmental planning, public policy, capital investments, intellectual property, teacher education, reorganization of university staff structures, and integration of IT services throughout the university are all thoroughly examined. This important book will help both librarians and campus administrators rethink definitions, strategies, and expectations for what constitutes success. The collective experiences and advice of the 17 experts guide readers in advancing both IT on their campuses and their careers.
Reviews 1
Library Journal Review
Though aimed primarily at academic librarians and leadership in universities where the library and information technology (IT) division have been merged, or where merger is being contemplated, this work will be helpful even where they remain separate. While numerous books are available on IT planning in education, this title is unique in its more library-oriented perspective. Several chapters struck a chord with this reviewer, particularly Anne Scrivner Agee and Dee Ann Holisky's "Crossing the Great Divide: Implementing Change by Creating Collaborative Relationships." Reading this chapter encourages one to believe that the war between IT and the rest of the university could one day be settled amicably. The authors explore the problems and suggest concrete ways to begin a collaboration and turn debilitating conflict into a win-win situation for all. However, everyone must be willing to change for collaboration to work. Editor Dewey is dean of libraries at the University of Tennessee, Knoxville, and Regenstein is associate CIO/director of DoIT (Division of Information Technology) at the University of Wisconsin-Madison. Academic libraries should buy this book and recommend it, particularly the Agee and Holisky chapter, to university leadership in charge of IT, libraries, and academics.-Margaret Sylvia, St. Mary's Univ. Lib., San Antonio (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.
Table of Contents
Preface | p. xi |
I Seeing a Wider View | |
1. Developing a Campuswide Vision for Use of Information Technology in Teaching and Learning | p. 3 |
Overview: The challenge of strategic planning and visioning in higher education | p. 3 |
Building campuswide consensus and support for the Information Technology (IT) vision | p. 5 |
Leadership through collaboration: A new style of IT leadership | p. 6 |
Planning resources required for use of technology in teaching and learning | p. 8 |
Conclusion: People make the difference, and technology can help | p. 9 |
References | p. 9 |
2. Designing IT Strategic Planning for the Smaller Institution | p. 11 |
Introduction | p. 11 |
The what and why of strategic planning | p. 12 |
Planning basics | p. 13 |
Vision and mission: Creating a strategic mission and vision for your organization | p. 13 |
Assessment: Before, during, and after strategic planning | p. 18 |
From vision to action: Setting strategic goals and objectives | p. 24 |
Establish goals: A set of guidelines for creating departmental or team level objectives | p. 24 |
Objectives | p. 26 |
Integration | p. 32 |
360 degree communication: Keystone to planning and integration | p. 33 |
Conclusion | p. 35 |
References | p. 36 |
3. Finding the Vision: Shaping Technology Support Services in the Twenty-First Century Institution | p. 39 |
A mandate for change | p. 42 |
Strategic investments | p. 43 |
Strategic support models | p. 46 |
Collaborations | p. 48 |
Multi-tiered service models | p. 49 |
Innovation around the edges | p. 52 |
Where to start? | p. 54 |
Are the essential programs at the institution supported? | p. 54 |
What does the institution think of the IT support services? | p. 55 |
Are the IT staff in the communication loop? | p. 55 |
References | p. 56 |
Further Readings | p. 57 |
II Examining Cultural and Organizational Transformation | |
4. Crossing the Great Divide: Implementing Change by Creating Collaborative Relationships | p. 61 |
Introduction: A house divided | p. 61 |
IT view of academics | p. 61 |
Academics' view of IT | p. 62 |
Interlude: Some context about the authors | p. 64 |
Cultural history: Barriers to collaboration | p. 65 |
Collaboration: The key to bridging the divide | p. 69 |
First requisite for collaboration: Planning | p. 73 |
Second requisite for collaboration: Communication | p. 76 |
Conclusion: Benefits of working together | p. 79 |
References | p. 80 |
5. Exploring Cultural Challenges to the Integration of Technology | p. 81 |
The technology imperative | p. 82 |
Role of the university in teacher education | p. 84 |
A tale of two cultures | p. 84 |
The impact of technology on faculty cultures | p. 86 |
Models | p. 88 |
Lessons learned and next steps | p. 89 |
References | p. 90 |
6. Finding the Third Space: On Leadership Issues Related to the Integration of Library and Computing | p. 95 |
An anthropology of the tribes | p. 98 |
Survey of cultural differences | p. 98 |
Different leadership traditions | p. 100 |
Why library and computing should integrate | p. 101 |
Foundation for integration | p. 103 |
Transcending tribes, melding cultures | p. 104 |
Sustaining the vision | p. 107 |
Closing thoughts | p. 109 |
References | p. 110 |
III Surveying Real-Life Applications | |
7. Transforming Technology Training: Partnerships, Packages, and Policies: The Lone Ranger Doesn't Work Here Any More! | p. 115 |
Transforming technology training: Partnerships, packages, and policies | p. 115 |
Technology and change in higher education | p. 117 |
Challenges for training programs in higher education | p. 118 |
Why traditional training programs do not work | p. 119 |
Partnerships | p. 121 |
The partnership power of consortia | p. 121 |
Solution strategies developed by ITTG | p. 123 |
Select preferred vendors for classroom-based training | p. 123 |
Evaluate and select a preferred vendor for Web-based training | p. 124 |
Partnerships for professional development and licensing | p. 126 |
Local partnerships are often overlooked | p. 130 |
Putting policies into place | p. 133 |
Policy Question 1 Who will be included in the new Web-based training program? | p. 133 |
Policy Question 2 With Web-based training, users can train 24/7, so how much work time will be allocated to the employee for training? | p. 134 |
Policy Question 3 Who will be allowed to see the user data from the Web-based training? | p. 135 |
Transformational red tape | p. 136 |
Appendix Crafting a new support structure | p. 137 |
Strategy 1 Deskside coaching for faculty and staff | p. 137 |
Strategy 2 Computing first aid for students | p. 139 |
Strategy 3 Computing questions conference and chat | p. 140 |
Strategy 4 Study breaks for students | p. 141 |
Strategy 5 One-on-one new employee orientation | p. 141 |
Strategy 6 Staff workshops | p. 141 |
8. Turning Coal into Diamonds: Organizing Under Pressure | p. 143 |
The beginning | p. 143 |
History | p. 144 |
The best decision | p. 146 |
Making the wrong decisions for the right reasons | p. 146 |
The pressure mounts | p. 147 |
Pressure, pressure, and more pressure | p. 148 |
Check your ego and your turf at the door | p. 149 |
Building on what we already knew | p. 150 |
The first semester | p. 151 |
Moving on: Reorganizing to deliver | p. 152 |
Stability | p. 153 |
Refining the support model: The ah-hah moment | p. 153 |
Communication: The final frontier | p. 155 |
Moving on: Reorganizing to decide | p. 156 |
Getting buy-in: Just-in-time development | p. 156 |
Steering them home | p. 158 |
Conclusion: It's the process, not the product | p. 158 |
References | p. 159 |
IV Developing New Leadership | |
9. Organizing for Leadership: How University Libraries Can Meet the Leadership Challenge in Higher Education | p. 163 |
Introduction | p. 163 |
The leadership challenge | p. 164 |
The nature of leadership | p. 165 |
Success factors | p. 167 |
Mentoring | p. 168 |
Performance expectations and measures | p. 169 |
Compensation and rewards | p. 170 |
Professional development | p. 170 |
Diversity | p. 171 |
Organizational structure | p. 172 |
Proposals | p. 173 |
Recognize the need for leadership | p. 173 |
Create coherent institutional strategies | p. 174 |
Support and create leadership development institutes | p. 175 |
Move from operational to project-based work | p. 175 |
Think outside of the professional box | p. 176 |
Institutionalize leadership in professional education | p. 176 |
Conclusion | p. 178 |
References | p. 178 |
10. Rising to the Top: The Peculiar Leadership Challenges for the Successful Internal Candidate | p. 181 |
The institutional view | p. 181 |
The internal candidate's perspective | p. 182 |
Interim leadership: Challenges and opportunities | p. 185 |
The organizational view | p. 186 |
The successful internal candidate | p. 187 |
Campus partnerships and leadership | p. 188 |
References | p. 189 |
V Anticipating What's Next: Leadership for Digital Initiatives | |
11. Considering Leadership and the New Architecture for Digital Libraries | p. 193 |
The emerging digital library | p. 194 |
Digital library participants: Local and global | p. 195 |
Building standards for digital library development | p. 195 |
Funding the digital library | p. 196 |
The integrated digital library | p. 197 |
The scholars portal concept | p. 198 |
Evolution of the new digital library architecture: Current context | p. 199 |
Servicing the digital library | p. 201 |
Capturing campus collections and services | p. 203 |
Creating scholarly resources in the new digital library environment | p. 203 |
Space needs for digital library work | p. 203 |
Digital library development: An assessment | p. 204 |
Leadership challenges for the new digital library | p. 208 |
Next steps in the new digital library development | p. 209 |
References | p. 210 |
Index | p. 211 |
About the Frye Leadership Institute | p. 225 |
About the Contributors | p. 227 |