education service delivery presentation
TRANSCRIPT
Zachman Architecture-Based Education Service Delivery
Alex Dominguez
School of Postgraduate Studies - UNITEC
[email protected], www.unitec.mx
College of Service Operations Conference; London Business School; July 12-13 2007
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Agenda
1. Main question
2. Education service components
3. People education service entities
4. 5WH scheme
5. Zachman architecture in education service
6. Zachman architecture features
7. A way of deriving policies
8. Resulting policies
9. Example
10. A case study
11. Questions and answers?
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Main question about delivering education service
What should an institution of education do to implement, operate, monitor, supervise, and control its provided education service in order to pass from the achievement of opening requirements to satisfy students’ expectations?
What to do?
SOCIETY / EDUCATION
REQUIREMENTS
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Education service components
Each component must communicate and agree
with itself as well as other 4 components …
PEOPLE
INFORMATION
INFRASTRUCTURE /TECHNOLOGY
EDUCATION SERVICE
Adapted from: Dominguez, A. Calidad en el desarrollo de proyectos. Contacto Empresarial, año 14, 163. Sep. 2004.
PROCESSES
30 communication channels
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Education service components
MISSION,VISION, &
OBJECTIVES
… and must also be aligned to institution's
mission, vision, & objectives
PEOPLE
INFORMATION
INFRASTRUCTURE /TECHNOLOGY
EDUCATION SERVICE
PROCESSES
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People: Education service entities
Entity Description Type of Model
Academic Planning Entity
It detects the society requirements related to education service and also defines its scope when service is on implementation and operation phases
Contextual Model
Academic Development Entity
It conceptualises, defines, and develops education model to be put in practice when the service is on implementation and operation phases
Conceptual Model
Implementation Entity
It defines the logic to offer education service when it is on implementation and operation phases
Logic Model
Academic Coordination Entity
It defines how education service is operated in practicePhysical Model
LecturersIt offers directly education service and is in contact with the user of this service
Detailed Model
Students It uses education service User's Model
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5WH scheme
Question Indicator Description
What (Information)It is information to define and understand education service requirements
How (Processes)They are processes to translate education service requirements into more detailed implementation and operation definitions
Where (Place / Infrastructure)
It is related to physical distribution of places where education service will be implemented and operated
Who (Other Entities,Infrastructure / Technology)
It defines who is related to education service, and also defines infrastructure and technology required to implement and to operate it
When (Time) It describes how time perturbs education service
Why (Motivation / Mission, Vision, & Objectives)
It translates education service strategies and objectives into specific meaning
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Zachman architecture
What(Information)
How(Processes)
Where(Place /
Infrastructure)
Who(Other Entities, Infrastructure /
Technology)
When(Time)
Why(Motivation /
Mission, Vision, & Objectives)
Academic Planning Entity
(Contextual Model)
Academic Development
Entity(Conceptual
Model)
Implementation Model
(Logic Model)
Academic Coordination
Model(Physical Model)
Lecturers(Detailed Model)
MEETING POINT OF EDUCATION SERVICE
Students(User’s Model)
Adapted from: Hay, D. C. The Zachman Framework: An Introduction. www.tdan.com/i001fe01.htm.
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What(Information)
How(Processes)
Where(Place /
Infrastructure)
Who(Other Entities, Infrastructure /
Technology)
When(Time)
Why(Motivation /
Mission, Vision, & Objectives)
Academic Planning Entity
(Contextual Model)
List of society requirements important to define education service
List of general processes to offer education service
List of places where education services will be implemented and operated
List of participating and significant entities, infrastructure, and technology to offer education service
List of significant events to offer education service
List of objectives and strategies to offer education service
Academic Development
Entity(Conceptual
Model)
Semantic model of requirements to offer education service (Programme Plan and Syllabus)
Process model to offer education service
Relational model among places where education service will be implemented and operated
Workflow model to offer education service
Event model to offer education service
Plan to offer education service
Implementation(Logic Model)
List of general internal requirements to offer education service
Application architecture to offer education service
Distribution architecture of places where education service will be implemented and operated
Interaction architecture among participants in offering education service
Event architecture to offer education service
Rules model to offer education service
Academic Coordination
Model(Physical Model)
List of specific internal requirements to offer education service
Implementation and operation navigation diagrams to offer education service
Relationship diagram of places where operation service will be implemented
Interaction diagram among participants in offering education service
Event diagram to offer education service
Rule design to offer education service
Lecturers(Detailed Model)
Requirements fulfil Detailed process to operate syllabus components
Places versus lecturer assignation
List of lecturers, lab equipment, and technology
Time-table Objectives of courses
MEETING POINT OF EDUCATION SERVICE
Students(User’s Model)
Reception and assimilation of course topics
Processes to develop assignments, task, and lab practices
Attend classrooms, labs, library and other facilities
Interaction with classrooms, labs, library and other facilities
Attend time-tableNeed of education service
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Zachman architecture features
It is a communication tool It allows communication among participants related to education service
It glues components It allows making components of education service stay glued together as a whole
It is simple Its structure is not technical but logical: go from strategic notions to detail
description and use
It is expressive It helps communicating in a non-technical precise way complex concepts about
education service
It helps planning It allows taking better decisions in planning education service
It is a problem solving tool It enables abstraction and simplification without neglecting the complexity of the
education service as a whole
It is “product” neutral It does not depend on any methodologies or tools
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A way of deriving policies
What(Information)
How(Processes)
Where(Place /
Infrastructure)
Who(Other Entities, Infrastructure /
Technology)
When(Time)
Why(Motivation /
Mission, Vision, & Objectives)
Academic Planning Entity
(Contextual Model)
Academic Development
Entity(Conceptual
Model)
Implementation Model
(Logic Model)
Academic Coordination
Model(Physical Model)
Lecturers(Detailed Model)
MEETING POINT OF EDUCATION SERVICE
Students(User’s Model)
Adapted from: Hay, D. C. The Zachman Framework: An Introduction. www.tdan.com/i001fe01.htm.
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Resulting policies: Top-down arrangement according with delivery
Question Indicator Associated Set of Policies
Why (Motivation / Mission, Vision, & Objectives)
Policies related to type, mission, and vision of education service
What (Information)Policies related to public information of education servicePolicies related to promotion of education service
Where (Place / Infrastructure)
Policies related to where education service is offered
When (Time) Policies related to when education service is offered
Who (Other Entities, Infrastructure / Technology)
Policies related to who manage academic coordinationPolicies related to student candidates, and studentsPolicies related to lecturer candidates, and lecturersPolicies related to requirements and use of infrastructure and technology
How (Processes)
Policies related to programme management, courses and syllabusPolicies related to operate, monitor and control of education servicePolicies related to finishing education servicePolicies related to other academic processes
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Example: Policies to deliver postgraduate programmes
1.Policy context2.Policy control
1.Controlling functional area2.Review controls
3.Policy management1.Policies application functional areas2.Policies purpose and scope3.Policies application responsible4.Distribution list5.Preliminary definitions
4.Policy statements1.Policies related to type, mission, and vision of postgraduate programmes2.Policies related to public information of postgraduate programmes3.Policies related to promotion of postgraduate programmes4.Policies related to where postgraduate programmes are offered5.Policies related to when postgraduate programmes are offered6.Policies related to academic coordination manager7.Policies related to student candidates, and students8.Policies related to lecturer candidates, and lecturers9.Policies related to requirements and use of infrastructure and information technology10.Policies related to postgraduate programmes management, courses and syllabus11.Policies related to operate, monitor and control of postgraduate programmes12.Policies related to finishing postgraduate programme studies13.Policies related to other academic processes
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A Mexican case - Problems
Creation of a new centralised School of Postgraduate Studies (SPS)
Problems before creation of SPS
No unified postgraduate mission, vision, and model
No standardised lecturers and students selection
No standardised information management
No standardised education and administrative processes
No standardised infrastructure and IT
No standardised education service delivery
Immediate problem after SPS creation
Approve accreditation by external and governmental entities
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A Mexican case - Solution
A policy manual was created for delivering education service
First versions of manual were used
To perform a self-assessment on postgraduate area
To approve a certification evaluation performed by external entities
As a reference to standardise education service when implemented and operated in other university campi (10 campi)
Particularly, policies have permitted to that Mexican university:
Acquire criteria to act in similar events occurring when offering education service
Make easy to take decisions on recurrent events when offering education service
Act as a self-defined entity when offering education service
Accelerate and improve quality in activities related to education service
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Questions and some answers