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Tennessee Higher Education and the Use of Decision Support Systems in Strategic Planning and Decision MakingJeff HindsPRST6998 Professional ProjectDecember 11, 2013
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Abstract
Business Intelligence products and processes have helped public and private organization to identify opportunities and trends that are both internal and external. For years the concepts of Business Intelligence, data mining, “Big” data, have become an important part of strategic planning and decision making within many successful organizations. Higher education has been expressing the importance of research, statistical analysis, data modeling, and business decisions based on good information. In fact, higher education institutions have created entire academic programs around these topics. While this information is written and reported within professional periodicals and events, the question stands about how higher education is taking advantage of business intelligence as part of their strategic planning and decision making processes.
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Introduction
Why this topic? Professional background
The M.P.S. program and its influence
What resources were used for this topic? Academic
Professional
Personal
What was my purpose for this study? Professional background
Personal interest
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Introduction
Purpose of the study
Determine if decision support systems are being used by higher education institutions in the state of Tennessee
How Decisions Support Systems (DSS) can benefit higher education institutions within the state of Tennessee
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Introduction
Public and Private Sector businesses
Higher Education
Product or service development Program and degree offerings
Product sales and advertisements Student recruitment
Talent management Recruitment of qualified instructors
Operating procedures Process management
Payment from customers for products or services
Payments for tuition, fees, and services
Payments to vendors for products and services (electric, water, materials, equipment, etc.)
Payments to vendors for products and services (electric, water, equipment, communications, etc.)
Stake holders Board of Trustees
Regulatory requirements (taxes, auditor, etc.)
Regulatory requirements (taxes, auditor, etc.)
Competition Competition
Why Decision Support Systems?
Higher education share a number of commonalities with business organizations.
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Review of Literature
Types of sources reviewed
Peer reviewed journal articles
Non-Peered reviewed articles
Industry periodical publications
Professional lectures and symposiums presentations
Online webinars and seminar presentations
Course offering from many higher education institutions
Commercial and non-commercial web sites
Doctoral Dissertations
“Think Tank” white papers and articles
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Review of Literature
Type of sources that were used Journal articles from multiple industries and disciplines
Books
References from Newspapers
Commercial and Non-Commercial web sites
Doctoral Dissertations
“Think Tank” white papers and articles
Some of the sources that ware not used Interviews and discussions
Books from previous courses
Online webinars and seminar presentations
Professional lectures and symposiums presentations
Professional consultants specializing in leadership
Course offerings from many higher education institutions
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Review of Literature
Examples of source used: Callery, C. A. (2012). DATA-DRIVEN DECISION MAKING IN
COMMUNITY COLLEGES: AN INTEGRATIVE MODEL FOR INSTITUTIONAL EFFECTIVENESS. Dissertations.
Mayer-Schonberger, V., & Cukier, K. (2013). Big Data: A Revolution That Will Transform How We Live, Work, and Think. Boston New York: Houghton Mifflin Harcourt.
Power, D. J. (1995-2013). A Brief History of Decision Support Systems. Retrieved Sept. 5, 2012, from Decision Support Systems Resources: http://dssresources.com/history/dsshistoryv28.html
Rowley, J. (2000). Is higher education ready for knowledge management? International Journal of Educational Management, Vol. 14 Iss: 7, 325 - 333.
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Review of Literature
Examples of source not used:
Briggs, L. L. (2006). Data-Driven Decision-Making >> Data Pioneers. Retrieved from Campus Technology: http://campustechnology.com/articles/2006/10/datadrivendecisionmaking--data-pioneers.aspx
Data-Driven Decision Making: A Powerful Tool for School Improvement. (2004). Minneapolis, Minnesota: Sagebrush Corporation.
Petersen, N. J., Davies, R. S., & Spitzer, B. (2006). Improving Data Driven Decision Making through Assessment Literacy for Respondents. Educational Research and Review Vol. 1 (8), 267-271.
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Definitions of Variables
BI - Business Intelligence.
DSS - Decision Support Systems.
ETL - extract, translate, and load.
IPEDS - Integrated Postsecondary Education Data System.
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Definitions of Variables
Decision Support Systems including Data modeling
business intelligence/analytics
data interpretation services
Data Mining
Predictive analysis
Example Technologies include Databases
Data Warehouses and ETL
Data Cubes and Pivot Tables
Commercial and open source analytical tools SAS
SPSS
DataHero
BigML
MADlib
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Other Information Sources
U.S. Department of Education
Professional webinars and seminars
Discussions with Data Warehousing and Business Intelligent professions
Discussions with Higher Education Information Technology leadership
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Method of Investigation
Planning a survey
What questions to ask (purpose of this survey)
Who should be included
How long should the survey be available
How to conduct the survey or collect the information
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Method of Investigation
The survey - What information to ask?
Does the institutions use any form of Decision support system in for strategic planning and operations?
How important would you rate the information in the decision making process?
Is the information used for strategic planning and measuring?
What type of information is being used or defined?
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Method of Investigation
The survey - Who should be included?
Time constraints
Is there any evidence that decisions support systems are being used in higher education institutions in the state of Tennessee
Possible participants
Selection of a intended population
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Method of Investigation
Usage of IPEDS data U. S. Department of Education
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Method of InvestigationIPEDS data from the U. S. Department of Education
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Method of InvestigationIPEDS data from the U. S. Department of Education
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Method of InvestigationIPEDS data from the U. S. Department of Education
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Method of Investigation
Data from College Navigator
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Method of InvestigationIPEDS data from the U. S. Department of Education
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Method of InvestigationIPEDS data from the U. S. Department of Education
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Method of InvestigationIPEDS data from the U. S. Department of Education
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Method of InvestigationIPEDS data from the U. S. Department of Education
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Method of Investigation
Possible participants
All institutions?
Public Institutions
Private institutions
4-Year or 2 Year institutions
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Method of Investigation
National Center for Education Statistics (NCES), there are 190 Higher Education institutions in the State of Tennessee
48 public institutions (25.26% of total higher education institutions) 9 are 4 year institutions (18.75% of public institutions)
39 are 2 year institutions (81.25% of public institutions)(Community Colleges and Tennessee Technology Centers)
142 private institutions (74.74% of total higher education institutions)
90 private for-profit (63.38% of private institutions)
52 private non-profit (36.62% of private institutions)
Note: Some institutions reported by NCES are duplicated as one institution may offer 4-year, 2-year, and < 2-year programs and are counted in each classification.
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Method of Investigation
Selection of an intended population
Time constraints
Current scope
Target organizations
All public 4-year institutions in the state of Tennessee
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Method of Investigation
This would limit the target population to 9 organizations:
Austin Peay State University
East Tennessee State University
Middle Tennessee State University
Tennessee State University
Tennessee Technological University
The University of Tennessee
The University of Tennessee at Chattanooga
The University of Tennessee-Martin
University of Memphis
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Method of Investigation
Communications with Institutions
Follow up communications
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Method of Investigation
Survey delivery method
Paper
Electronic email
Web site
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Method of InvestigationSurvey collection method
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Method of InvestigationSurvey collection method
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Method of InvestigationSurvey collection method
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Method of InvestigationSurvey collection method
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Method of Investigation
Survey Process
Allow the survey to be open for a defined period of time
Invite the target population to participate
Scheduled follow up communications
Close the survey and review the results
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Method of Investigation
Possible Results
institutions that respond included complete information on the survey
institutions that respond with only some or partial information
the response data will consist of both complete and partial information
all institutions choose not to participate in the survey.
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Method of Investigation
Results at the end of survey period
No responses where submitted.
The survey is completely voluntary.
This is a valid possible result to the survey.
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Method of Investigation
After the survey was closed
Communications from one of the institutions about participating.
Zero participation in the survey was determined to be incomplete for the study.
Survey was reopened
Addition email communications to invite organizations to participate in the survey.
Phone communications to follow up the email communications
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Method of Investigation
Second review of responses
A total of 4 responses submitted
Preferred number of submitted responses for the review
Number of responses that used validation code
How responses were verified
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Findings
Basic observations about the survey
the time that the survey is available for institutions to participate should be longer.
information about the survey window should be included and stated clearly in the invitation communication.
the invitation communication to the target population may receive a better response if the communication was communicated with someone other than the senior decision maker, president/chancellor, of the organization.
while attempting to keep the initial communications with the target population short, more information about the study and its purpose should be included.
because of the limited responses that have been submitted, the use of the verification code was note needed
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Findings
Population size(9 public 4-year institutions)
Survey Return rate 44.4% (4 returns / 9 members in the population)
Margin of error 33.3% (1 / SqRoot of members in the population )
75% of those that responded to the survey are utilizing some form of decision support system within their organization for strategic planning and operations.
50% of the respondents indicated they are neutral to the importance of the information from the decision support system in the decision making process.
there is evidence that would support that some of the four-year public higher education institutions in the state of Tennessee is using some form of decision support system in their strategic planning and operational processes.
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Findings
How the information is used:
“[c]ritical for strategic planning and institutional effectiveness”,
“… important, because we use it to monitor implementation of our plan and to assess the results…”,
“… used mainly to show process toward strategic objectives.”
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Conclusions
There is a total of 78 four-year higher education institutions in the state of Tennessee that report a combined enrollment greater than 240,000 students.
This study is not sufficient to draw any conclusions about the use of decision support systems for strategic planning in higher education within the state of Tennessee.
This study does indicate that further studies would be justified to determine how decision support systems are being used in the strategic planning and decision making processes
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Questions
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AcknowledgementsWithout the support of my wife, family, and friends, this program and project would not have been possible. This has been a difficult journey trying to balance family, work, and school. Many times it seems there was no balance. Either work or school would take priority leaving very little time for anything else. Many times my friends and family would provide support with listening and ideas when I was looking for additional information or places to find information. My wife has been a rock that has kept me grounded in my studies throughout this program. She has helped me keep on track when I had doubts about myself or what I was attempting to accomplish when I enrolled in the program. My son and daughter have been very patient and supportive with a quick joke for me to go and do my homework. Sounds funny coming from a high school kid directed to their “Padre”.
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Thank youTo my review committee, instructors, and advisors, thank you for your time, effort and advice at the beginning and throughout the entire program. Your assistances has been invaluable.