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This report presents data on costs associated with providing telephone service at 14 campuses of the State University of New York (SUNY) for the period January 1, 1994 through December 31, 1995. It examines the factors that affect overall costs of telephone service, and what opportunities exist for reducing telephone costs. The report includes information on: (1) local service costs and revenues, comparing costs for services purchased from local carriers with private branch exchange (PBX) capital and operating costs or leases from public telephone companies; (2) long-distance service costs; and (3) costs of using a state-owned network system. The report concludes that a great many factors and decisions affect telephone service costs. It makes no system-wide recommendations, but raises a series of questions. Appended is the reply of SUNY officials regarding these questions concerning system administration, and the situation at specific campuses. (CH)

World Wide Web page projects offer both opportunities and limitations as hands-on projects for students in systems development classes. This paper outlines common pedagogical goals for systems analysis and design courses and then maps the advantages and disadvantages of Web projects over more traditional systems development projects. An example advantage is a greater likelihood of project completion by the end of the term, while a potential problem is the lack of fit between Web page design and traditional modeling tools and techniques. The conclusion is that Web page projects can be beneficial when applied to appropriate objectives and courses. (Author/AEF)

Teams are becoming increasingly important as an organizational form, particularly in information systems (IS) development. In response to this trend, a number of educators, including IS educators, include team components as part of their course curriculum. For example, many systems analysis and design courses include a team project component. It may not be enough, however, to simply have a team project. It may be necessary to integrate instruction in teamwork skills into IS courses. This paper discusses the importance of teams and delineates the knowledge, skills and abilities (KSAs) necessary for effective teamwork. In addition, the paper provides an example of how instruction in these KSAs can be integrated into IS courses. Finally, it presents the early findings of a research program which examines the effectiveness of the proposed approach. A handout on effective self-managed teams is appended. (Author/AEF)

This paper presents the argument that object oriented analysis (OOA) is rapidly becoming an important systems analysis methodology and that current systems analysis and design courses should present OOA. However, because of the embryonic nature and rapidly changing content of OOA, instructors are faced with special challenges when designing OOA curriculum. This paper, based on research and teaching in this area, identifies several of these issues and challenges and makes recommendations and suggestions for meeting these challenges. Specifically the following issues are addressed: how much of the content of the class should be devoted to OOA; how the sequence of material should be organized; and whether one or more specific methodologies should be taught. The challenges of teaching these new concepts are considered, and limitations posed by conflicting terminologies and notation are reviewed. (Contains 26 references.) (Author/AEF)

A graduate distance course on Information Systems Analysis and Design was designed and delivered under the guidance of the following four philosophies: (1) an effective education is a learner-centered education; (2) distance students are more likely to experience situated learning and problem-based learning; (3) enforced learning should enable distance learners to achieve higher learning performance and satisfaction; and (4) the driving force behind a distance course is the effective learning of subject topics, not the enforcement of state-of-the-art distance education technologies. The course was well presented and received. Students reported a very satisfactory learning experience. This paper describes in detail the course planning, actual delivery, learning results, and technology use. Different distance course models are also introduced. Experiences, lessons learned, and practical suggestions can help other distance instructors to deliver effective distance education. The paper concludes with a discussion of several important distance education issues. A copy of a learner survey pre-questionnaire is appended. (Author/AEF)

The World Wide Web has been regarded as the most important information technology revolution of the 1990s. It not only has drastically changed the nature of information technology in business and education, but has also imposed a great challenge to developers of information systems (IS) curricula worldwide. To provide IS students with an education that will help them face the challenge of the new technology, Internet-related courses have become an essential component of IS curricula. Two courses have been developed at Georgia State University for teaching Web applications development to IS students. This paper discusses the structures of and lessons learned from these two courses. An improved course structure is also proposed, based on the experience gained in teaching the courses. A proposed Web application course syllabus and lecture notes outline are appended. (Contains 23 references.) (Author/AEF)

Focusing on improvement is different than focusing on quality, quantity, customer satisfaction, and productivity. This paper discusses Open System Theory, and suggests ways to change large systems. Changing a system (meaning the way all the parts are connected) requires a considerable amount of data gathering and analysis. Choosing the proper starting point can be critical to the success of the total change process. Change can begin with: the top management team; a pilot project that works within the current system; ready subsystems and hurting subsystems; the reward system; training and education; or creating a critical mass in the employment population to be receptive to change. All events, processes, problems, and successes are integrally linked to each other. Parts of organizations cannot be taken out like parts of machines, repaired or replaced, and then put back in. In theory, the dynamic effect of relationships and events will eventually reach every aspect of an organization. (SWC)

The People's Republic of China has seen a dramatic growth in its economy in recent years. It has a rapidly increasing population of approximately 1.2 billion people, though the population is still largely rural with about 80% of people living outside urban areas. China in its Education Law (1995) restated its commitment to universal education. In the last twenty years it has achieved considerable success in increasing its education participation rates. However, despite the rhetoric about equality of access there are signs that indicate not everyone has the same educational opportunities. This paper describes the current education system and outlines some of the disparities that exist and describes how Chinese Government policies are affecting universal access to education. The paper's conclusions are largely optimistic in spite of the tremendous difficulties that policy makers face. [This paper was published in: "Selected Papers from the 24th Annual ANZCIES Conference" (Dilemmas and Responsibilities for Educators), Bardon Professional Centre, Brisbane, Queensland, from December 1-4, pp. 133-144.]

Working with the Philadelphia-based Institute of Interactive Management, several teams at Jackson Community College (JCC), in Michigan, set out in 1994 to learn and apply an interactive design methodology to selected college subsystems. Interactive design begins with understanding problems faced by the system as a whole, which in the case of JCC included concerns related to increasingly obsolescent equipment, a lack of curriculum updates, and declining enrollment. It was recognized that the entire campus community would have to work together to solve these issues, but obstacles existed related to funding shortages and the interdependencies of increasingly complex systems. In assessing the environmental and systems conditions, four compelling issues emerged: quality and financial conditions, uncertainty about the future, empowerment and information dissemination, and trust and confidence. The next step in the interactive design process was to assume that the original system was completely demolished and design a new system from scratch. The first set of goals developed at JCC included employee participation, continued operation within the principles of continuous quality improvement, an emphasis on creating capacity rather than downsizing, and the initiation of a campus-wide visioning process. As a result of this process, JCC has been able to create a community of learners for students, faculty, departments, administration, and the community. In addition, the college community has been learning about learning itself and has recognized that learning, and institutional transformation, never end. (HAA)

In senior-level undergraduate research courses in Computer Information Systems (CIS), students are required to read and assimilate a large volume of current research literature. One course objective is to demonstrate to the student that there are patterns or models or paradigms of research. A new approach in identifying research paradigms is proposed, one which is based on the use of the modeling tools of Systems Analysis and Design and a set of icons to graphically represent the research model components. One method for understanding the components and their relationships for a particular paradigm would be to apply a traditional functional decomposition method to the abstract model. Another method would be to apply the object-oriented approach. The necessary steps for using both approaches are explained, with five figures to depict the research model and icons. (Contains 10 references.) (Author/AEF)

This strategic plan was prepared to provide an overall direction for, and to enhance the quality and credibility of community colleges for the decade 1997-2007. Hawaii's community colleges are administered under the University of Hawaii system. The basic mission of the community colleges is to provide accessible postsecondary education to all citizens 18 years or older, teach both liberal arts and sciences courses as well as specialized technical and vocational education, customize employment training and contribute to the cultural and intellectual life of the community. External issues addressed in the plan are changing demographic trends due to the increasing number of ethnically diverse students, and women who are entering the work place. Also addressed are how the community colleges plan to meet the changing nature and distribution of work as employment shifts to the service sector. Like mainland institutions, the University of Hawaii system and its community colleges face a decline in public resources allocated to higher education, and must also meet the challenges of public expectations regarding distance education and how education should be delivered. The plan includes an analysis of external, operational, and program efficiency issues for each of its community colleges. Specific information on how each community college is meeting strategic goals is included. (AF)

This report describes what schools and educators across Kentucky are doing to implement school reform in school-based decision-making based on the Kentucky Education Reform Act of 1990 (KERA). The School-Based Decision Making (SBDM) component of KERA is a decentralized governance structure that vests great authority in SBDM councils operating at the individual school level. Sampling was accomplished by randomly selecting one high school, one middle or junior high school, and two elementary schools from each of the eight Regional Service Centers served by the Kentucky Department of Education; 31 out of 816 schools participated in the study. In each school, a minimum of three SBDM council members were interviewed including at least one teacher, one parent, and one administrator. Information was collected using the Innovation Component Configuration Map for School-Based Decision Making, by reviewing available documents at each school, and by conducting in-person interviews. Findings indicated that approximately two-thirds of the schools exhibit a moderate to high degree of SBDM implementation and one third a relatively low degree of implementation in relation to a predetermined optimum. Communication regarding SBDM issues and activities was found to be targeted to all stakeholders and accomplished in an ongoing and timely manner in 85 percent of the schools, although the principal in each school appeared to control the actual impact of the SBDM council. Overall, the SBDM concept was supported by council members, although a lack of parent and community involvement was cited as frustrating to the council members. Appendices include the innovation component map for school-based decision making; a map of geographic areas served by eight Kentucky Department of Education regional service centers; statistical representations of data gathered, form letters used, and protocols. (Contains 50 references.) (NAV)

A model of organizational analysis and renewal specifically designed for community colleges was developed to take into account internal functioning as well as the demands of external constituencies. The model is based on three elements: differentiation, referring both to the division of labor and the attitudes and subcultures that result from that division; integration, or the amount of cooperation needed to achieve unity of effort in working toward organizational goals; and assessment of the external environment. The model was applied to two community colleges: Columbia College, in California, and the West Campus of Pima County Community College District, in Arizona, to determine similarities and differences between organizational structures. Similarities found in the campuses' organizational structures included the following: the least amount of time was spent on long-term issues; there was a low level of certainty regarding external information; and there was a high level of certainty regarding internal information, but no consistency among unit leaders. Organizational structure differed in that the West Campus emphasized peer relationships in accomplishing tasks, while Columbia focused on the task and took the peer relationship for granted. The model was found to be useful in recognizing barriers to integration in an institution; adapting to the needs of the future; and placing an emphasis on the value of individuals, units, and the system itself in any institutional efforts. (TGI)

An often-quoted Nigerian proverb holds that it is the responsibility of the whole village to teach a child. This paper argues that this goal might not even be possible, given the complex educational system of the 1990s. The paper provides a framework for effective change based on an understanding of the complexity of the educational system. It first looks at the call for change and reform and then discusses systematic change. Some of the aspects of systems theory are reviewed, including the implications of the systems approach for education. The final section discusses the importance of goals and socialization for the complex system of education. A conclusion is that lining up the elements in a planned intervention, based on a systems perspective, will increase the likelihood that the community will be focused on the education of every child. (Contains 24 references.) (LMI)

This 5-year strategic plan (prepared in 1994) from Pellissippi State Technical Community College in Tennessee examines macro environmental factors (including social, government, economic and technological trends); internal and external market share trends and opportunities; micro environmental factors (including organizational structure, financial operations, and mission); and resources needed to close gaps between current and desired levels of excellence for programs, services and administrative units. Strengths, weaknesses, opportunities, and threats that may affect the evolution of the college are listed. Strategic goals (and related priorities, needs, and action plans) were organized around eight critical systems: (1) curriculum development; (2) teaching and learning; (3) student support and growth; (4) organizational development; (5) community integration; (6) human resources management; (7) physical resources management; and (8) financial resources management. The goals and needs identified in this strategic plan are to be integrated into a continuing evaluation process, including development of additional benchmarks and time frames as needed to supplement the mission, values, vision, critical systems, goals and needs of the institution. (PGS)

One of the major tenets of Total Quality Management (TQM) is that organizations need to adopt a strong customer focus. At El Camino College (ECC) in Torrance, California, a matrix was developed to identify and describe ECC's direct and indirect internal and external customers. ECC then applied Quality Function Deployment (QFD), a strategic tool that allows an organization to capture the customer's quality requirements and translate them into organizational language. Once customers' needs and priorities have been surveyed, these priorities are quantified, and a matrix correlates customer priorities to internal functions or processes. To identify and quantify ECC's customers' needs, three focus groups were convened in February 1993, with representation from ECC's major constituents: students, faculty and staff, community and business leaders, and leaders from feeder high schools and from four-year institutions receiving ECC students. At the same time, a "Systems Team" of ECC management, faculty, staff, and students developed a matrix of all functions and systems within the college. Utilizing the weighted needs identified in the customer focus groups, the Systems Team matched constituent needs to college functions, producing separate matrices for each constituent group. Results of the QFD effort identified the following four functions to be addressed to improve the satisfaction of customer needs: Teaching and Learning, Learning Support, Human Resource Development, and Institutional Leadership. Other functions, such as student growth outside the classroom, research, financial services, and facilities management, also need to be addressed but with somewhat less priority. Detailed matrices and a 31-item bibliography are included. (PAA)

By utilizing world systems analysis and dependency theory in world history, ways that students can raise questions and integrate ideas at the high school and undergraduate level are identified. A discussion of the origins and design of the 14th century world system demonstrates how it is set apart from the modern world and how conveying that difference to students offers a sense of cultural variation in the face of global integration. Through the use of sources, students can contrast European exploitation of the Americas to European exploitation of Asia. By the deconstruction of the entrenched historical assumption that a world system is positive and desirable, students begin to understand the formulation of more meaningful questions. As an example, Egypt provides a micro level test case as to the necessity or desirability of a world system. In the case of Egypt as a regional microcosm, the evidence illuminates that it was not the existence of a world system of foreign trade that was crucial to Egypt's prosperity, but it was the control of an adequate, revenue-producing, agrarian base that was essential. On the macro level, it was not European control of the world network of long-distance trade that contributed to the rise of power in the west, but it was the European disruption, diversion, and control of the agrarian tax bases of first the Americas and then the Eastern hemisphere that gave rise to a western-dominated world system. (CK)

A quasiexperimental study involved 18 male students enrolled in an aircraft systems course at the University of Illinois. The control group of 10 students studied 39 schematic diagrams of aircraft systems. The treatment group of eight students studied the same schematic diagrams plus conceptual diagrams of the systems. Otherwise, the instruction for the two groups was the same. The treatment group achieved significantly higher scores than the control group on tests to assess the students' knowledge of the structural, functional, and behavioral aspects of the systems. Further analysis of the scores indicated that the conceptual diagrams had little effect on treatment group members' understanding of system structure, but had a significant impact on their behavioral understanding. A card-sorting activity to assess the participants' ability to construct expert-like models showed that the treatment group members were better able to place concept cards in the correct location on knowledge structure maps. Conclusions were as follows: (1) functional flow diagrams increased students' understanding of structural, functional, and behavioral aspects of technical systems; and (2) functional flow diagrams enhanced students' conceptual models of technical systems. (Contains 46 references.) (CML)

Since the late 1980s, support has been growing for a "systemic" vision of reform that would pair ambitious, coordinated state policies with professional discretion at the school site. Policymakers at all levels of government, as well as associations, foundations and national agencies, support this approach. This paper highlights issues and strategies that characterize the unfolding of systemic reform in the United States. Drawing from research on state-reform efforts conducted over the years by the Consortium for Policy Research in Education, the paper discusses issues such as the following: (1) What vision drives systemic reform? (2) What policies are included in integrated strategies? (3) Which policy instruments should states use to "lead" systemic reform? (4) How can the public and professionals be involved in the reform process? (5) How is political support for systemic reform built and maintained? (6) How can "bottom-up" reforms be incorporated with state-led curriculum guidance? (7) Do school personnel have the capacity to promote student outcomes? (8) What are the equity implications of systemic reform strategies? and (9) Can the development of systemic reform strategies withstand state fiscal stress? (Contains 66 references.) (Author)

While various paradigms exist for planning in two-year colleges, from master planning to quality circles, three major elements invariably appear in planning activities: strategic or formal planning, operational planning, and effectiveness measures. Strategic planning attempts to systematically assess an institution's relationship with its external environment, relating internal strengths and weaknesses to external threats and opportunities. Operational planning, or planning at the level of organizational units, attempts to channel institutional activities in the areas of finance, facilities, enrollment, human resources, and organization. The institutional effectiveness element measures how well a community college performs its missions relative to the needs of its constituency, making effectiveness measures unique to each institution. However, these three elements cannot be pursued separately. One approach to combining them is the Integrated Planning Effectiveness Model (IPEM), producing a methodology that avoids duplication of effort and leads to one all-encompassing effectiveness document for an institution. In an IPEM, the institutional mission statement is the initial point of departure, linking the separate processes of strategic and operational planning. Further, each organizational unit performs both types of planning. Both strategic effectiveness measures, as well as operational effectiveness measures, become incorporated into one institution-wide effectiveness/action document. A review of planning paradigms and a list of references are included. (MAB)

The Danish education system undergoes constant alterations due to the changes in the Danish society but maintains characteristic features through each educational reform. Section 1 provides a main outline of the education system for primary and lower secondary education, general upper secondary education, vocational education, and higher education. Section 2 describes vocational education and training as a highly developed democratic and dynamic system. Section 3 focuses on higher education and the contributory influence of students and the technical and administrative staff. Section 4 looks at Danish agricultural education, training, extension, and research. The fifth and final section presents internationally promising Danish research and education programs in the environmental area. (CK)

This paper introduces a hardware and software independent model for producing educational computer simulation environments. The model, which is based on the results of 32 studies of educational computer simulations program production, implies that educational computer simulation environments are specified, constructed, tested, implemented, and revised by teams of experts. The main domains of expertise, within which the simulation environments are formally defined are: curriculum, didactics, system analyses, modelling, software engineering, and graphic design. Each expert specifies, develops, tests, and revises the knowledge components of his/her own domain of expertise. The experts then meet together at discussion sessions to coordinate activities and evaluate the integrated prototype. Important phenomena of the model are: dynamic specifications, the use of fast prototyping techniques, object-oriented coding techniques, and adaptability. Four production stages are described: the initial specification phase, the prototyping cycle, the field test cycle; and the implementation cycle. A table displays the knowledge structures required for the production of educational simulations and four figures illustrate various phases of the production of a simulation environment. (Contains 30 references.) (Author/ALF)

As part of the reauthorization of the Higher Education Act of 1965 the Congress has examined concerns that the process of applying for aid under the Act's Title IV has become increasingly complex and may itself be creating barriers to an equitable student aid delivery system. Under the current system students are required to provide financial information to be used in formulas for determining the amount that the family can reasonably be expected to contribute to the cost of attendance at a postsecondary institution. The reauthorization bill requires the Department of Education to develop a common financial reporting form for students to use in applying for aid; it also mandates the use of a simplified need analysis to make it easier for students from the families with the lowest incomes to apply. During reauthorization a number of need analysis simplification proposals have been considered including promotion of a common, free federal application form or improvements in the processing of student information in other ways, changes to the eligibility criteria and procedures for using a "simplified" need analysis, and the integration of the two separate need analysis formulas currently in the statute. Twelve notes are included. (JB)

A study examined local work-related education and training institutions from a system perspective. Information was obtained through field interviews of staff and administrators in secondary education, community colleges and technical facilities, and Job Training Partnership Act (JTPA) and similar programs, as well as record data from eight communities in four states: Fresno and San Jose, California; Jacksonville and Miami, Florida; Des Moines and Sioux City, Iowa; and Philadelphia and Scranton, Pennsylvania. The study found that many of the same types of programs, with similar purposes and strategies, exist in all the communities studied. However, some newer programs, such as work-for-welfare programs, vary considerably from place to place. The relationships among different education and training institutions, rather than their individual identities, create local systems of work-related education and training. Surprisingly little duplication and competition were found. The study derived a standard model and three variants in the divisions of programs in the communities. In the standard model, a dense network of relationships is established among education and training institutions. In the variations: (1) educational institutions are closely coordinated but lack contact with JTPA programs; (2) community colleges dominate; and (3) institutions are autonomous, with little coordination. Eight factors were cited for the varying types of relationships. Recommendations were made to design measures of effectiveness for the various types of local educational systems. (An appendix gives an overview of providers in the eight communities. There are 55 references.) (KC)

This report details a study performed as an interplay between modeling and reality which was designed to find operators that affect the information organizer of an individual in a social system. The operator is defined as a system element that affects other elements. The information organizer is defined as a coordinating interface between the social environment and the mind. A process model based on the Multiple Classification Analysis of Newcomb et al. was constructed and tested in empirical surroundings using 18 measurements and 20 subjects. When the process model proved to be inadequate, it was revised using 14 measurements and 23 subjects. Three different methods for analyzing the new empirical data were applied. A partial correlation was used for elaborating the direction of the effects of the variables; the coefficient of determination was used to reveal transformations of the variables; and the general distance index was used to map the dynamism of the process. The most significant operators in relation to the information organizer proved to be job experience, self-esteem, university students, and university teachers. The tests of the models were performed during 2 academic years in two student guidance courses at a university. The revised model was converted into a system model and an application was implied. (54 references) (Author/DB)

This paper presents a theoretical study conducted as part of a larger research project concerning personality as an educational phenomenon. In contrast to most approaches, which view personality from the outside, this approach employs systems analysis to examine how individuals identify their personalities in varying subenvironments of a social environment. According to this approach, an individual is defined with structure, function, and dynamism; personality is assumed given. Self-identification is considered to be a binary decision process with acceptance-rejection behavior according to one's own personality. The social environment is differentiated into dyad, small group, collective, organization, and aggregate subgroups. It is assumed that there is variability of relations between the subenvironments and the identification of personality. A hypothesis for dynamism is constructed: in the dyad, the smallest element of social environment that can function as social environment, the preferential behavior is perceived according to one's personality; in the small group, preferences become ambivalent; in the collective, there is contagion of behavior; in the organization, there is strong binary-decision making; and in the aggregate, no specific conditions of behavior are presumed. The paper establishes the theoretical basis, examines the subject matter in detail, and makes a proposal for quantification and measurement operations for an empirical inquiry. It concludes with some discussion about the connection of the study and education for the development of social skills. The structure measure, function and dynamism measures, and a background information measure in Finnish are appended. (Author/NB)

The Engineering Technologies Division of the Northern Alberta Institute of Technology (NAIT) in Canada has developed a systems approach to program review called Competency Profile Development (CPD). This approach utilizes a combination of organizational communication, project management, management-by-objectives, a modified Developing A Curriculum (DACUM) process, and total quality management techniques for the purpose of program review. When a program is selected for evaluation, the major tasks of the project are identified and given a time framework. The plan is reviewed with administrative and instructional staff. A list of competencies to be achieved by a graduate of the program is designed to meet entry-level skills for industry. Industries are selected to participate with members of the program advisory committee in reviewing, modifying, and ranking the list of competencies. This list is compared to the existing program to identify deficiencies and areas of overlap. Then, manpower, equipment, laboratory, and space requirements are evaluated. After program approval by the administration, the instructional staff use the recommended competencies to identify general instructional objectives for each course. Implementation of these recommendations is completed within 2 academic years, with student feedback solicited during the implementation process. A 22-item bibliography and charts of the CPD model are appended. (JSP)