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COMPARATIVE ANALYSIS OF USER EXPERIENCE WITH
CENTRALIZED VS. DECENTRALIZED MANAGEMENT OF
ACADEMIC COMPUTING, ADMINISTRATIVE COMPUTING AND
TELECOMMUNICATION FUNCTIONS WITHIN AN INSTITUTION

OF HIGHER EDUCATION

BY

Jerry A. Nogy

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Educational Administration

1992

I ff. «6.?

ABSTRACT
COMPARATIVE ANALYSIS OF USER EXPERIENCE WITH
CENTRALIZED VS. DECENTRALIZED MANAGEMENT OF
ACADEMIC COMPUTING, ADMINISTRATIVE COMPUTING AND

TELECOMMUNICATION FUNCTIONS WITHIN AN INSTITUTION
OF HIGHER EDUCATION

BY
Jerry A. Nogy

The purpose of this study was to present an analysis of user
experience with different management organizations
(centralized vs. decentralized) and styles of management.
The analysis was accomplished by estimating perceived user
satisfaction with the functions performed and recording

users opinions of styles.

The sample size consisted of 26 institutions of higher
education considered by the researcher to be peer
institutions with Ferris State University. The criteria for
including an institution in the study was headcount
enrollment of student body; state funding for a public
school; approximately the same type and number of
undergraduate, graduate and professional programs; and
campus size and location. Twenty six institutions were
selected for inclusion in the study. Survey instruments

were sent to the executive management and academic deans of

the schools.

In the survey respondents were asked to identify whether

their school had a centralized organization to manage the
functions of computing and communications or a decentralized

organization.

In the survey respondents were asked to identify their
managers management style choosing between passive,
autocratic, democratic, consultative or participative. In
addition, respondents were asked to record their
satisfaction with: service provided; current and future
budget planning; access to resources by faculty, staff and
students; staff recruiting and development; and support
provided for information technology resources. MANOVA was
used to examine the data related to each research question.
The results revealed there was no significant difference at
the .05 level between the satisfaction produced by the
centralized organization or the decentralized organization.
However, it was determined that the centralized organization
managed by a Chief Information Officer (CIO) received the
highest ratings for using the "best" management styles of

consultative or participative management.

An implication for future research might include a
comparison of departmental and institutional mission
statements. This would help determine the correlation, if
any, between department mission statements that support the
institutions mission and departments that use the "best"

management styles.

ACKNOWLEDGMENTS

I would like to thank and express appreciation to the
following:
The doctoral committee: Dr. Marvin Grandstaff, Dr. Sam
Moore, and Dr. Eldon Nonnemacher for serving on the
committee, and special thanks to Dr. Lou Hekhuis for

his advice, patience and encouragement.

Dr. Manfred Swartz for his statistical help and

expertise.

My wife, Justine Singer, who provided encouragement and

editing contributions.

Becky Ek, Lori Raden, and Chris Weber for their

invaluable assistance in preparing this document.

TABLE OF CONTENTS

CHAPTER

I. Introduction . . . . . . .
Statement of the Problem .
Purpose of the Study . . .
Value of the Study . . . .

Limitations of the Study
Definition of Terms. . .
Organization of the Study

II. Review of the Literature . . . . . . . . . .
The Chief Information Officer. . . . . . .
Centralized - Decentralized Organizations.
Management Styles. . . . . . . . . . . . .
Summary. . . . . . . . . . . . . . . . . .

III. Methodology . . . . . . . . . . . . . .
Population of Study. . . . . . . . . . . .
The Survey Instrument. . . . . . . . . . .

Endorsement. . . . . . . . . . . . . . . .
Pilot Test . . . . . . . . . . . . . . . .

Data Collection. . . . . . . . . . . . . .
Design of Survey Form. . . . . . . . . . .
Coding and Data Entry. . . . . . . . . . .
Statistical Analysis . . . . . . . . . . .

Summary. . . . . . . . . . . . . . . . . .

IV. Findings . . . . . . . . . . . . . . . . . .
Research Question I. . . . . . . . . . . .
Research Question II . . . . . . . . . . .
Research Question III. . . . . . . . . . .
Research Question IV . . . . . . . . . . .
Research Question V. . . . . . . . . . . .
Research Question VI . . . . . . . . . . .

Page

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35

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44
44
45

47
49
60
75
89
97

.109

V. Summary, Conclusions, Implications

and Reflections . . . . . . . .
Purpose. . . . . . . . . . . . . . .
Summary - Research Question I. . . .

- Research Question II . . .
- Research Question III. . .
- Research Question IV, V, V

Conclusions. . . . . . . . . . . .
Implications for Further Research.
Reflections. . . . . . . . . . . .

Appendices

A.

Ferris State University Peer Institutions
B. Survey Questionnaire . . . . . . . .
C. Endorsement Letter . . . .
D. Approval of UCRIHS . . . . . . . . .
E. Introductory Letter. . . .
F. Log of Mailing Activity and Responses
G. Postcard Reminder. . . . . . . . . .
H. Summary Request Thank You Letter. . .
I. Tabulated Survey Data. . . . . . . .
J. Comments Recorded During Personal
Interviews. . . . . . . . . .

Bibliography. . . . . . . . . . . . . . . . . . .

vi

.118
.118
.118
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.125
.127
.128
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.161

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TABLE

HHH HHHHH ch
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p

”#01 unsuuh-

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m

1.10

I.11

1.12

1.13

I.14

1.15

1.18
I.19
I.20

I.21

LIST OF TABLES

Number of Respondents by School by
Management Structure. . . . . . . . . . .
Comparison of Management Styles . . . . .
Level of Satisfaction with Service Provided
Most Satisfactory Service Provided. . . . .
Least Satisfactory Service Provided . . . .
Level of Satisfaction with Current and
Future Budget Planning. . . . . . . . . . .
Most Satisfactory Budget Planning . . . . . .
Least Satisfactory Budget Planning. . . . . .
Level of Satisfaction with Access by Students
Faculty and Staff to Voice, Data and Video
Resources . . . . . . . . . . . . . . . . .
Most Satisfactory Access to Voice, Data and
Video Resources . . . . . . . . . . . . . .
Least Satisfactory Access to Voice, Data and
Video Resources . . . . . . . . . . . . . .
Level of Satisfaction with Staff Recruitment
and Development . . . . . . . . . . . . . .
Most Satisfaction with Staff Recruitment
and Development . . . . . . . . . . . . . .
Least Satisfaction with Staff Recruitment
and Development . . . . . . . . . .
Level of Satisfaction with Support of
Information Technology Resources. . . . . .
Most Satisfactory Support of Instructional
Programs, Faculty Office Automation,
Administrative Office Automation. . . . . .
Least Satisfactory Support of Instructional
Programs, Faculty Office Automation,
Administrative Office Automation. . . . . .
CIO Position Titles in Institutions with
Centralized Management. . . . . . . . . . .
Title of Position that CIO Reports to . . . .
Titles of Managers of Decentralized Functions
Title of Position that Decentralized Managers
Reported to . . . . . . . . . . . . . . . .
Summary of Management Style . . . . . . . . .

vii

PAGE

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O 165
.165
O 166
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.167
.168
.169
.169
.170
.171
.171

.172

.173

.173

.174
.174
.175

.176
.177

LIST OF FIGURES

2292

Chief Information Officer - Centralized

Management Styles. . . . . . . . . . . . . . 50
Voice Communication Manager - Decentralized

Management Styles. . . . . . . . . . . . . . 52
Data Communication Manager - Decentralized

Management Styles. . . . . . . . . . . . . . . 53
Video Communication Manager - Decentralized

Management Styles. . . . . . . . . . . . . . 54
Academic Computing Manager - Decentralized

Management Styles. . . . . . . . . . . . . . . 55
Administrative Computing Manager - Decentralized

Management Styles. . . . . . . . . . . . . . . 57
Library Automation Manager - Decentralized

Management Styles. . . . . . . . . . . . . . . 58
Highest Satisfaction in Providing

Voice Communication. . . . . . . . . . . . . . 61
Highest Satisfaction in Providing

Data Communication . . . . . . . . . . . . . . 63
Highest Satisfaction in Providing

Video Communication. . . . . . . . . . . . . . 65
Highest Satisfaction in Providing

Academic Computing . . . . . . . . . . . . . . 67
Highest Satisfaction in Providing

Administrative Computing . . . . . . . . . . . 69
Highest Satisfaction in Providing

Library Automation . . . . . . . . . . . . . . 70
Most Satisfactory Service Provided . . . . . . . 72
Least Satisfactory Service Provided. . . . 74
Voice Communication - Level of Satisfaction

with Budget Planning . . . . . . . . . . . . . 76
Data Communication - Level of Satisfaction

with Budget Planning . . . . . . . . . . . . . 78
Video Communication - Level of Satisfaction

with Budget Planning . . . . . . . . . . . . . 79
Academic Computing - Level of Satisfaction

with Budget Planning . . . . . . . . . . . . . 81
Administrative Computing - Level of Satisfaction

with Budget Planning . . . . . . . . . . . 83
Library Automation - Level of Satisfaction

with Budget Planning . . . . . . . . . . . . . 84
Most Satisfactory Budget Planning. . . . . . . . 86

viii

Least Satisfactory Budget Planning
Satisfaction with Student Access
Satisfaction with Faculty Access
Satisfaction with Staff Access .
Most Satisfactory Access . . . .
Least Satisfactory Access. . . . . .
Voice Communication - Satisfaction with

Staff Recruitment and Development. . . . . .
Data Communication - Satisfaction with

Staff Recruitment and Development. . . . . .
Video Communication - Satisfaction with
Staff Recruitment and Development. . . . . .

Academic Computing - Satisfaction with
Staff Recruitment and Development. . . . . .
Administrative Computing - Satisfaction with

Staff Recruitment and Development. . . . . .
Library Automation - Satisfaction with

Staff Recruitment and Development. . . . . .
Most Satisfaction with Staff Recruitment

and Development. . . . . . . . . . . . . . .
Least Satisfaction with Staff Recruitment

and Development. . . . . . . . . . . . . . .

Satisfaction with Support of Information
Technology Resources for Instructional
Programs . . . . . . . . . . . . . . . . . .

Satisfaction with Support of Information
Technology Resources for Faculty
Office Automation. . . . . . . . . . . . . .

Satisfaction with Support of Information
Technology Resources for Administrative
Office Automation. . . . . . . . . . . . . .

Most Satisfaction with Support of Information
Technology Resources . . . . . . . . . . . .

Least Satisfaction with Support of Information
Technology Resources . . . . . . . . . . . .

ix

88
90
91
92
94
96
98
99
101
102
103
104
106

108

110

112

113

115

117

CHAPTER I

Introduction

"In the last decade, institutions of higher education have
invested heavily in information technology resources.
Organizational structures, often the most traditional parts
of our universities, have been changing in response to the
growing importance of information technology resources to
the achievement of institutional missions."(CAUSE-EDUCOM,
1988) The changes to these traditional organizational
structures have not occurred in a uniform manner throughout

higher education institutions.

During the decade of the 1980's, there was considerable
discussion about the concept of the Chief Information
Officer (CIO) position at colleges and universities. The
researcher attended several conferences where informal
discussions with colleagues revealed the thinking that the
proliferation of low cost computing devices coupled with
advances in voice/data/video telecommunications equipment
would necessitate a politically sensitive czar to coordinate

and manage information technology resources.

As information became more widely used and more important as

1

2
a resource to the organization, it had to be attended by the
appropriate official. This official would establish
policies and procedures and maintain central control over

all of the organization's information resources.

In addition, for this person to be effective, the person
would have to be placed high enough in the organizational
structure to exert bonafide influence. This person should
be equal in rank to the Chief Financial Officer and Chief
Operating Office, hence the name "Chief Information Officer"

or CIO (Synnott and Gruber, 1981).

In contrast, it has been estimated that less than 10 percent
of the nation's institutions of higher education have
implemented the centralized management concept (Fleit,
1989). Most schools have found it either to be more
practical, more expedient, or more effective to maintain
separate or decentralized management units for computing and

telecommunications functions.

A centralized management organization provides control of
all of the primary activities (budgeting, planning,
staffing, etc.) of academic and administrative computing and
telecommunications. The person charged with managing these
activities in a centralized management is the Chief
Information Officer (CIO) who reports to a high level

institution executive.

3
The decentralized management organizational structure is
typified by management of information technology resources
that has been relegated to staff specialists in a specific
area. Quite often, these organizational structures result
in the individual managers reporting within different
divisions of the institution. For example, Administrative
Computing could report to the Vice President of Business
Affairs while Academic Computing reports to the Provost and
Telecommunications reports to the Vice President of Student

Affairs.

Statement of the Problem

The problem the researcher addressed in this study was to
compare the perceived satisfaction achieved by different
management organizations (centralized vs. decentralized) and
management styles by measuring user satisfaction with the
functions performed. Many educators have recognized the
need for changes in organizational structures in order to
respond to changing information technology resources.

Bonham (1983) wrote that "if computers are to have a lasting
effect in the disciplines and intellectual work in academia,
we must redesign organizational and academic structures."
Gilbert and Green (1986) stated that the technical
revolution was changing the decentralized decision making
points for technology issues by centrally locating this

function under one manager, a "politically sensitive czar."

4
Howard (1980) recommended a management position similar to
the Senior Information Manager studied by Ann Woodsworth

(1986).

Ryland (1989), President of CAUSE (College and University
System Exchange), wrote that "we have come full circle."

She noted that in the 1950's and 1960's central computing
organizations provided the Automatic Data Processing
function. The 1960's and 1970's found a shift in focus from
data processing to information processing and brought an
"era of integration." The "individual computing era" began
in the 1970's and 1980's and was brought about by the
introduction of low-cost micro and mini computers. She
writes that this individual computing era has caused us to
return to a "central information technology organization
(which) has evolved to become more a provider of services
rather than a provider of (the) cycles (of) development and
implementation. These services include training, education,
consultation, support, and establishment of standards where
appropriate." Ryland agreed with Woodsworth that the C10 is
the leader of a centralized organizational structure with
responsibility for academic and administrative computing and

voice, data, and video communications.

An EDUTECH Report article (June, 1988) reported that the
Information Resource Management idea put forth by Synnott

and Gruber (1981) has gained wide acceptance but the idea of

5
the CIO is "cloaked in confusion, misunderstanding and

negative criticism."

Another EDUTECH Report article (September, 1988) stated that
the issue of whether to combine (centralize) support for
academic and administrative computing and communications or
to keep them separate (decentralize) has an additional issue
that is complicating matters. If two formerly separate
support organizations are combined into one, the result may
be that the CIO is dealing with the management of two of
everything: two communication networks, as well as, two sets

of policies and procedures.

Purpose of the Studv

The researchers' purpose in this study was to present an
analysis of user experiences with different management
organizations (centralized vs. decentralized) and styles of
management for computing and communication. The analysis
was accomplished by estimating perceived user satisfaction
with the functions performed and recording the users opinion

of style.

A comparison is presented between the methods of
organization (centralized and decentralized) and management
style, with regard to the services they provide within the

University.

6

Research questions that were addressed include but were not

limited to:

1.

Which management style, if any, best characterizes the
CIO or the decentralized managers:
the manager makes decisions independently;

the manager seeks advice from each user group,
then makes decisions independently;

the manager actively engages user group members
in problem definition and decision making;

the manager accepts majority rule;

the manager is passive.
Which management organization, if any, produced the
highest level of satisfaction in providing voice, data,
and video communication; academic and administrative
computing; and library automation?
Which management organization, if any, produced the
highest level of satisfaction in providing current and
future budget planning for voice, data, and video
communication; academic and administrative computing;
and library automation?
Which management organization, if any, produced the
highest level of satisfaction in providing access to
information resources by students, faculty and staff?
Which management organization, if any, produced the
highest level of satisfaction in providing staff
recruiting and development of personnel in the areas of
voice, data, and video communication as well as

academic and administrative computing?

7
6. Which management organization, if any, produced the
highest level of satisfaction in providing support for
the information technology resources used by
instructional programs and in faculty and

administrative office automation activities?

Importance of the Study

The topic of this study had been discussed with the
executive management of Ferris State University as well as
the academic deans. Each person contacted reviewed the
questionnaire. Each responded with enthusiasm that the
study results were of great interest and benefit in view of
the survey population. It was anticipated that the peers of
Ferris State University at the other institutions would
respond in a similar manner when they realized that this was

a national study of comparable schools.

Typically, it is of interest to administrators to see how
similar organizations respond to similar challenges facing
higher education at the present time. The schools selected
for this study (Appendix A) had similar characteristics as
reported in the 1991 Peterson's Register of Higher
Education: mostly rural as opposed to urban campuses; state
funded; comparable degree programs; and size of student
body. This study will serve as a foundation for helping

executive and academic management in understanding the

8
quality of service currently being provided by their
computing and telecommunication functions and the need, if

any, for reorganizing to provide higher user satisfaction.

Limitations of the Study

The study was limited to a review of selected universities
in the country that are considered to be peer institutions

of Ferris State University (Appendix A).

The list of institutions was developed by the Institutional
Studies Department at Ferris State University. The schools
were selected after a computer data base search on
demographic characteristics. The characteristics searched
included headcount enrollment of the student body, the
number of undergraduate and graduate programs, the teaching
of occupational education programs, and a similar NCHEMS
(National Center for Higher Education Management Systems)
classification. The list produced by the demographic search
was reduced to its present size after a manual review of
Peterson's 1991 Register of Higher Education. The review of
Peterson's Register eliminated institutions based on
relevant characteristics such as public vs. private, rural

location vs. urban, etc.

A questionnaire (Appendix B) was sent to each of these peer

institutions. It was limited to the executive and academic

9
management (President, Vice Presidents and Deans) as listed

in Peterson's Register.

Definition of Terms

The following terms are defined as used in this study:

Apgggmip_gpmpptipg - the department that assists faculty

with developing computer literacy and using computers as an

instructional delivery method.

Administrative Computing - the department that stores

records and files that are accessed by the administrators of
an institution of higher education to maintain, monitor and
control data recorded on students, personnel, budgets and

institution assets.

Aptomatic Data Processing - Data processing by means of one

or more devices that use common storage for all or part of a
computer program and also for all or part of the data
necessary for execution of the program; that execute user-
written or user-designated programs; that perform user-
designated symbol manipulation, such as arithmetic
operations, logic operations, or character-string
manipulations; and that can execute programs that can modify
themselves during their execution. Automatic data
processing may be performed by a stand-alone unit or by

several connected units.

10
e a em - control of all of the primary
functions of academic computing, administrative computing
and telecommunications are located under one manager

reporting to a high level institution executive.

Q19 - Chief Information Officer, the person charged with

managing all of the information technology in the

institution.
Q§p§_gpmmppipgpipp - the transfer of data between computers

or computers and terminals using a variety of media
(telephone wire, fiber optic glass, microwave radio signals)

according to a specific data transmission protocol.

Decentralized Management - control of the primary functions

of academic computing, administrative computing and
telecommunications are located under separate, discrete
managers contained within different divisions of the

institution.

' ' ted Com utin - computing in which some or all of

the processing, storage and central functions are dispersed

among organization units.

' ° F X S stem - a system for transmission of

images. The image is scanned at the transmitter,
reconstructed at the receiving station, and duplicated on

paper.

11
fipapnigg - 1. The making of charts and pictures.
2. Pertaining to charts, tables and their creation.
3. Computer graphics, coordinate graphics, fixed-image
graphics, interactive graphics, passive graphics, raster

graphics.

1mggg_2;ppg§§ipg - computer graphics in which digital image
data are stored, processed, retrieved, and displayed for
applications such as processing satellite data, geology,

microbiology, robotics, and textile design.

Infogmation Processing — the systematic performance of

operations on data in conjunction with a computer system to
obtain, manipulate, duplicate, exchange, or communicate its
meaning; for example, file management, word processing,
document interchange, facsimile, videotext. See Automatic

Data Processing.

Library Automation - the process that provides computer
assistance to local and remote catalog searching of library

holdings.

ch91 Area Network (LANl - a data network located on the
user's premises in which serial transmission is used for

direct data communication among data stations.

12
ngtwppk - an arrangement of nodes and connecting branches
made between voice and data stations for the purpose of

information interchange.

Iglggpmmppipgpipp - the transmission between two or more
locations using telephone, telegraph, radio or television
methods. Also, the transmission of data between computer
systems or computer systems and terminals using

telecommunication lines.

ngpsmission - the sending of a voice, data or video signal
from one place for reception elsewhere. The dispatching of
a signal, message, or other form of intelligence by wire,

radio, telegraphy, telephony, facsimile, or other means.

Video Communication - the transmission of video signals
ranging from compressed video (64 Kbps) to full motion video
(92 Mbsp) over telephone wire, coaxial cable, fiber optic
and microwave signals. Video signals are transmitted for
the purpose of closed circuit television, public television,
teleconferencing, and uplink and/or downlink of satellite

signals.

13
Epige memunicatiop - the transmission of speech using
telephone switching equipment transmitting over telephone
wire, fiber optic glass and microwave radio signals. The
telephone switching equipment is also used for facsimile

telegraph.

Wide Area Hetwgrk (WAN) - a network that provides

communication services to a geographic area larger than that

served by a local area network.

Organization of the Study

The dissertation includes five chapters. Chapter One
contains an introduction, a statement of the problem, the
purpose of the study, the value of the study, the

limitations of the study, and a definition of terms.

Chapter Two contains a review of the literature that
illustrates the extent to which institutions of higher
education are moving toward centralized management of
computing and communication functions or remaining
decentralized. A review of the literature of management

styles is included in this chapter.

Chapter Three contains a description of the design of the
study, the population surveyed, the instrument and method of

analysis used.

14
In Chapter Four, the findings of the study are discussed and

illustrated. The data were analyzed using MANOVA.

The summary, conclusions, recommendation, and reflections of

the study are presented in Chapter Five.

Chapter II

Review of the:Literature

The researcher's purpose in this study was to determine end

user satisfaction with the following six functions:

- voice communication

- data communication

- video communication

- academic computing

- administrative computing

- library automation

The six functions were studied within the context of an
organization that was centralized under a Chief Information
Officer, or a decentralized structure with many managers.
Additionally, end users were asked to identify the
management style of the manager or managers of the six

functions listed above.

The objective in this research was to determine which

organizational structure and which management style, if any,

15

16
produced the highest end user satisfaction. Further, there
was an attempt to assess the efficacy of having a Chief
Information Officer as opposed to a number of individual
managers. Therefore a search of the literature was

conducted in three areas:

I The Chief Information Officer (CIO)

II. Centralized - Decentralized Organizations

III. Management Styles

I. The Chief Information Officer (CIO)

 

To understand the CIO position in an organization and the
importance of the position in strategic planning, a review
of literature was conducted to discover studies that defined
the position of the CIO, outlined a CIO's duties, and
differentiated this position from decentralized managers.
Also reviewed were studies that dealt with the strategic
importance of information technology to an organization and
the effect of a CIO on institutional strategy. Other
studies reviewed covered changing computing and
communication technologies and the new management structures
required to engineer and cope with the transformations.
Finally, a paper was reviewed that described the developing
role of the CIO and characteristics of higher education

organizations which have established the CIO position.

17

The editors of The Iechnoiogy Management Associapes

negeieppe: :0; Information Executives conducted research and
identified 11 duties that were most frequently used in a

CIO's job description. The researchers determined that
seven of these were not unique to the CIO but that all
Information System (IS) executives were accountable for the
functions. Those functions common to all IS executives

were:

1 Coordinate use of resources

2 Integrate various technologies

3 Long range planning

4 Purchase of supplies and equipment

5 Design information resource infrastructure
6 Develop standards

7 Report status of activities to senior management

The functions that distinguished the CIO from IS executives

were:

1 Create new opportunities
2 Help shape business plan
3 Deliver profitable results

4 Help other executives discover opportunities

The researchers stated the first seven functions were

18
operational in nature. However, the last four functions
were strategic planning activities common to any top level

executive manager.

Woodsworth (1986) found in a study of Senior Information
Managers (or CIO's) that "30 out of 90 institutions had
established a Senior Information Manager (CIO) position."
This position had management responsibility for academic and
administrative computing and telecommunications. The study
concentrated on the role, responsibilities, reporting
relationships and background of the Senior Information
Manager. Also, it examined the relationships between this
position and the Library Director. No attempt was made to
determine user satisfaction with this centralized form of
management. Woodsworth did not determine why 60 of the 90
institutions surveyed chose to remain with a decentralized

organizational structure.

Every (1989) discussed in an EDUCOM bulletin building a
strategy for information technology. Every believed there
was a strong probability that organizational units which had
been traditionally decentralized -- academic and
administrative computing centers; libraries;
telecommunication units for voice, data and video; and
printing -- would be blended into a single centralized unit

reporting to a senior level executive (CIO).

l9
Pajak (1990) wrote that the job of the CIO is changing from
an executive classified as a "utilitarian tactician" to a
high ranking support staffer capable of developing a
strategic plan to support the company's business plans. He
states the emergence of the CIO as strategist and advocate
of information technology rather than a custodian of
resources may produce a contentious environment. He
concluded that conflict will foster creativity, not

complacency.

Robinson (1988) wrote that a true leadership role is
required for information technology management. His
conclusion is that the CIO position must be empowered with
sufficient authority to implement improvements in mainstream

functions critical to the institution.

Dillman and Hicks (1990) believe in order for an
organization to successfully implement information
technology for strategic advantage it will require a new,
senior level information technology manager: the CIO. They
reasoned that changing information technology presents a
challenge to management to integrate "sources of
information, network systems, and information processing
into a cohesive infrastructure." This integration is
complicated by the fact that traditional academic and
administrative areas have overlapping information technology

requirements. They concluded that the new technologies of

20
voice, data and video should not be managed with old

organizational structures.

Fleit (1988) developed categories to separate higher
education institutions from an information technology

perspective. The categories are:

I - the institution uses technology as a strategic
resource; the title of the Senior Information
System (IS) officer is CIO reporting to the
President, Chancellor, or Provost; the CIO has a
Ph.D. and came from academic management

II - the institution uses technology as an aid in
day—to-day operations; the title of the Senior IS
officer is Computer Center Director reporting to a
Vice President; the Director has a Masters Degree
and came from a technical background

III - technology is a source of confusion; the title of
the Senior IS officer is MIS Director reporting to
a Vice President; the Director has a Bachelor's

Degree and came from a technical background

Dolence, Douglas and Penrod (1990) coauthored a paper on the
CIO in higher education using Fleit's categories. They
reported on the developing role of the CIO and
characteristics of organizations which have established the

CIO positions. They found "CIOs appear in organizations

21
that placed a premium on the effective management of
information." Also, they found the CIO was expected to

control and manage information technology resources.

II. ' - as t ' e ' a 5

Universities differ in many ways including their
organizational charts. Information services can be
delivered by a variety of management methods. A debate in
education today goes on between advocates of a centralized
management structure for information technology and

advocates of a decentralized structure.

Key issues in this debate are:
1. The relevance of the technology to the
institution's goals
2. An information system that works in harmony with
the entire campus community
3. End user satisfaction with the services provided
4. Uniform quality and quality control

5. Economies of scale

This review identified five relevant papers, written since
1982, containing the opinions and observations of six
experts. In the papers the authors sought to explain their

reasons for advocating one management system over another.

22
Dr. Paige Mulhollan, President of Wright State University,
and Mr. Robert Scott, Vice President of Finance at Harvard
University, addressed three questions in an article on

information technology (1989):

1. What is an institution's organizational structure
for information technology?
2. Why did the institution organize in this manner?

3. What are the pros and cons of this structure?

Dr. Mulhollan favors a centralized management structure for
information technology. He reported strategic planning is a
necessity for any institution and information technology is
not exempt from this process. He stated strategic planning
for information technology is critical because of the
relevance of the technology to an institution's goals, and
because of the cost of developing and implementing new
technology. He commented that the direct result of the
decentralized approach to planning for information
technology results in the proliferation of microcomputers
that is seen on almost every campus. Dr. Mulhollan's
reasons why the management of information technology should

be centralized are:

1. Only way to implement effectively the strategic
plan for information technology
2. Only way to assess realistically the cost/benefits

in relation to university strategic goals

23

3. Only way to establish institutional priorities and
funding alternatives

4. Only sensible way to plan for operations cost and
maintenance

5. Only way to "position“ institution for changing
technology

6. Best way to determine trade-off between
technologies

7. Best way to protect existing investment in

technology

Dr. Mulhollan concluded that the centralized organization
that he was advocating would not be successful unless it
"worked in harmony with the entire campus community." The
central organization had to be able to provide service
"better, faster, and cheaper" than any other organizational

structure or it would not be perceived as adding value.

In the same article, Mr. Scott presented a different
rationale in favor of decentralized organizations to manage
information technology. He states the management of a
college or university is complex and the management of
information is also complex. Therefore, when the two are
put together they produce an even more complex issue. He
reports that institutions of higher education are seldom
structured in a strict hierarchy (like military

organizations) in large part due to their "entrepreneurial

24
character," and their ability and necessity to respond

quickly to changing needs.

Mr. Scott commented that while administrators can "lead,
support, encourage, suggest" they are not always in a
position to "decide" especially when the decision may effect
what is taught in the classroom and how it is taught. He
states that decisions involving allocation of information
technology resources for the classroom and for faculty
research must be made at the local (decentralized) level.
Another consideration he felt important was the size of the
institution. A large institution such as Harvard would have
a difficult time moving from a decentralized management

structure to a centralized version.

Richard Nolan (1990) presented his opinions about why
executives must transform their organizations in order to

provided better service:

0 New technology + old organizations disappointing

results

0 New technology + new organizations viability and
competitive

advantage

25
0 Information technology has changed the content of
personnel in organizations. Top management is
still composed of 5% of the staff. But middle
management and knowledge workers have grown to 55%
of the staff from 35%. This growth has occurred at
the expense of operational and technical workers who

have dropped from 60% of the staff to 40%.

Blackman (1991) wrote that the issue of centralized or
decentralized management of information technology is not
unique to higher education. He quotes an article by John
Gardner in the Chronicle of Higher Education dealing with
government and industry that "a root disease of bureaucracy

is the tendency to centralize."

Kriegbaum (1982) wrote that centralization gained
efficiencies by standardizing procedures and providing
internal coordination. However, decentralization promoted
effective decisions by making the decision close to the

point where the decision would be implemented.

Mathezer (1985) wrote that organizational issues come down
to "efficiency and effectiveness." He stated a central
organization was more efficient with the inherent advantages
of "control, uniform quality, and economics of scale."
However, the decentralized organization was more responsive

to user needs and produced greater user productivity.

26
David Freedman stated in an article in CIO, The Megezipe fig:
Ipfpzmation Executives that decentralization of information
technology had been occurring for over 20 years in the
banking industry, but that Hanover Trust Company reversed
that trend and saved $12 million a year in the process. He
reported that global competition and banking deregulation
forced Hanover Trust into "downsizing and restructuring."
The bank realized their significant savings in equipment and
personnel without losing quality of service or control of
their operating divisions by moving to a centralized system

of management.

III. Management Stylee

An effective management style is not easy to define. Most
people when asked to define an effective management style
react in a similar manner to Supreme Court Justice Hugo
Black who when asked to define pornography stated "I

cannot - however, I know it when I see it."

The qualities that make up effective management in a
production environment have been the subject of research as
early as 1776. Since that beginning, researchers have
defined and described management styles, and attempted to
answer many questions, including:

- What are the traits of a manager that produces high

marks when employees rate their managers?

27

- What management style produces the best results in a
complex, technical environment?

- Is the management style that is most effective in a
business setting the same style that will be effective .
in an educational setting?

- Are there any personality or situational variables
which enhance or detract from a manager's actual or

perceived effectiveness within the organization?

The field of human resource management with its techniques
of effective personnel management has its origins in the
professional field of production management. The
development of production management began with the
industrial revolution when the factory system replaced the
home production system. The first recognition of management
in a production environment (or production economics) was by
Adam Smith who wrote Wealth of Natione in 1776. Smith
outlined the economic advantages that result from a division

of labor.

Babbage in Qn the Economy of Machinery and Manufactupepe

written in 1832 agreed with Smith's division of labor study
but added that specialization of the work force would lead
to different pay scales. Babbage argued that if one person
performed all the tasks required in a production sequence
that person would have to be paid at the highest level

required in the sequence. Babbage also recognized the

28
division of labor and difference in pay between management

and production labor.

Frederick Taylor's theories were presented in Seieptifiig
nepggemept in 1912. He stated that the division of labor
between worker and management required cooperation and
mutual dependency that would result in fewer quarrels
between the two groups. Taylor used his experience gained
from working in machine shops to publish several writings
dealing with methods engineering, work measurement,
personnel management, industrial relations, and the division

of labor between the worker and management.

These early studies did not address the issue of what
constitutes an effective manager or what management style is

the most effective.

The first major study of management styles was conducted by
Lippitt and White (1958). They studied the effect the
autocratic, consultative-participative, and passive styles
had on the behavioral reaction of workers in the group.

They found that the workers in a group led by a
consultative-participative style of manager had "greater
group purpose and harmonious interaction." By contrast, the
group led by an autocratic manager exhibited more aggression
and hostility toward each other and had less group unity.

They found that the workers in a group led by a passive

29
manager had lower efficiency and less satisfaction with

their job.

Uris (1963) states that a cooperative person works better
with a consultative-participative manager while an
individualist who is very familiar with his/her job

functions works better under a passive manager.

Korman (1966) found in his study that there was a low
correlation in performance among managers who were rated
high in both task orientation and people orientation. He
found that there was a high correlation in performance among
managers who had high consideration for people and their job
satisfaction. He also states that when the demand for
production is great those managers that stress the task

"tend to get more productivity."

Lowin (1968) studied management styles as they applied to
the work setting. He determined that autocratic managers
did not give credit to employees for their suggestions and,
as a result, there was no motivation for a subordinate to
perform beyond minimum expectations. In a consultative-
participative system workers were more involved in the work
setting and the quantity and quality of suggestions lead to

higher performance standards.

30
Fiedler (1976) emphasized three things that a manager must

determine before he/she settles on a management style:

1. Are relationships between the manager and the
employees good or bad?

2. Are the tasks performed by the employees in the
group highly structured and routine or do the
tasks demand a high degree of creativity and
innovation?

3. Is the manager's power position weak or strong?

He writes that where relationships are good, tasks are
structured and routine, and the manager has a strong
position, the manager's management style can be autocratic.
However, if poor relationships exist or the employees
perform complex tasks or the manager has limited authority
he/she must display a consultative-participative management

style.

Golightly (1977) wrote that each manager's style was
different and ranged from passive to autocratic. He stated
that the manager's style must match the organizations
current needs and circumstances. He used as examples the
contrasting styles of Patton and Eisenhower in WW II.
Patton's style continually got him in so much trouble that
he seemed finished as a field commander. But his style was

perfect for leading the Third Army to success in the Battle

31
of the Bulge. Eisenhower, on the other hand, did not
possess Patton's "field commander" style but his own style
was well suited to being Supreme Commander which required

resolving conflicts from opposing views and demands.

Golightly identified ten management styles in his study -

management by:

1. Inaction

2. Detail

3. Invisibility
4. Consensus

5. Manipulation

6. Rejection

7. Survival

8. Despotism
9. Creativity
10. Leadership

Several researchers suggested that the success of a
particular management style depends on the personalities of
the manager and the worker. McKenna (1978) wrote that a
”hostile individual performs better under an autocratic '

manager."

In his research Glube (1978) states that empathy is a large

part of a successful manager's leadership style. His

32
research indicates that where a manager was empathetic to an
employee and able to adjust his/her style to fit the
situation, this produced higher productivity and higher job

satisfaction among the workers.

Bogard (1979) stated that management styles range from the
autocrat who makes decisions for the group to the passive
leader who establishes no goals and does not assume
responsibility for the groups actions or conclusions. He
states that effective leadership requires the manager to
manipulate events to arrive at a desired goal. He also
states that the participative-consultative manager gives the
impression of being people oriented while the autocratic
manager appears to be task oriented. Bogard also makes the
point that the autocratic style of leadership may be
effective when an emergency task must be accomplished

quickly.

Margerison (1980) studied developments in organizations. He
wrote that the managers that practiced participative
management required greater understanding of how employees
view their culture and must emphasize standards, values and
principles. Margerison asked the question "Is there a best
style of leadership?" and answered it by stating "that no
one management style is effective in all situations." A
similar thought was submitted by Ridge (1989) who reported

General George Patton's observation that "War and the

33
management of war is an art and as such is not susceptible

to explanation by fixed formula."

Park (1980) wrote an article contrasting "management as a
service," "management as human relations," and "management
as an art." He reasoned that management was not just one of
these but rather a combination of all three. He reported on
the work being done by the Higher Education Management
Institute which is administered by the American Council on
Education. The Institute has defined several
characteristics of effective management, one of which states
that an effective management style is "participation in

decision making."

Quick (1980) wrote that he favored a "democratic,
participative style" himself but cited as an example the
late George Szell, the former director of the Cleveland
Orchestra. Szell knew the employees (the 100 musicians in
the orchestra) wanted results and in order to produce high
quality music he had to be an autocratic manager. Szell's
style produced consistently high performance that "gratified
everyone including Szell." Quick concluded that achieving
superior performance results was made possible through

employee motivation rather than leadership style.

Harris (1989) studied leadership characteristics of managers

of successful business enterprises and the principals of

34
K-12 schools which had been cited for excellence. He
concluded there were five factors in common between the
business managers and the school principals. The most
dominant factor was participatory decision making. The less
dominant factors were trust, staff development, independent

action, and job knowledge.

Bragar (1990) studied effective leadership practices for
managers. She found the participatory management style that
included other people in the decision making process highly
correlated with effective leadership. She also determined
that a manager that "cared" about his/her staff and made an

effort to develOp people's talents was an effective leader.

De Graw (1990) conducted a study of the congruence of
culture and leadership style and the effect of these factors
on the comprehensiveness of strategic choices. She
determined that leadership style was a better predictor of
dominant change strategy than the environment of the

organization or the culture of the organization.

Parisian (1986) reported on the skills and management styles
required by managers of information technology functions.
Her study compared managers in industry to managers in
education and found that technical skill was more important
to industry while cooperation and coordination was more

important to education.

35
Mulhollan (1989) wrote that the centralized management of
information technology "definitely did not mean that there

was an autocratic force" making all decisions.

Dolence, Douglas and Penrod (1990) surveyed CIOs in higher
education and asked them to "describe the primary elements
of their management style." The researchers reported "a
remarkable consensus in the management style employed by
CIOs" as defined by the CIO. The primary descriptors used
were "consensus building" and "participating." No effort
was made in this study to record how the users of the
services managed by the C105 perceived the CIO's management

style.

Summary

Le Duc (1991) wrote that the issue of management style in
information technology organizations would be "fertile
grounds for research and bemusement." He stated that in
order for the efforts of the information technology
organizations to be successful the senior administrator of
these functions must have the trust and cooperation of all

levels of administration.

No studies were found by this researcher that investigated
the management style of the managers of computing and

communication functions to determine the management styles

36

perceived by users of the services.

Nor were any studies or articles found that measured the
satisfaction of the users of the computing and communication
functions with the services provided. Lastly, no studies
were found that compared user satisfaction with the

organizational structure of the service provider.

Thus, the need for this study was reinforced by the absence
of published materials dealing with a comparative analysis
of user experiences with different organizational structures

of computing and communication functions.

CHAPTER III

Methpdoiogy

The researchers' purpose in this study was to compare the
perceived satisfaction achieved by different management
organizations (centralized vs. decentralized) and management
styles by measuring user satisfaction with the functions

performed.

Population of Study

The user satisfaction was measured by surveying a list of
selected personnel in higher education institutions
considered by Ferris State University to be peer

institutions (see Appendix A for a listing).

The criteria to include an institution in the study included
headcount enrollment of the student body; state funding for
a public school; approximately the same type and number of
undergraduate, graduate and professional programs; and

campus size and location.

The survey instrument (Appendix B) was mailed to executive

37

38

management and academic deans of the schools listed. The
names and addresses of the executives were obtained from
Peterson's 1991 Register of Higher Education. The following
is an example of the positions surveyed using Ball State

University as a model:

President

Vice President of Business Affairs

Provost

Vice President of Student Affairs

Dean, College of Applied Science and Technology
Dean, College of Architecture and Planning
Dean, College of Business

Dean, College of Fine Arts

Dean, College of Sciences and Humanities
Teachers College

Vice President of Advancement/External Relations

Dean, Graduate School and Research

It was estimated that ten to fifteen responses would be
sought from the 26 institutions listed. No sample was drawn
from the population of schools since the entire population

was surveyed.

39

The Survey Ipstpumepp

The survey form was designed to answer the research
questions dealing with user satisfaction of the management

of various functions.

The survey instrument, which was designed specifically for
this study, was used to explore each of the research
questions. The first two questions on the survey identified
if the institution had a CIO, indicating a centralized
management structure or individual managers of decentralized
functions and what was that person's management style. The
remaining questions on the survey were designed to measure
user satisfaction with the services provided by the CIO or
by the individual managers. Each question was designed to
produce a quantitative response using a five point Likert
type scale. The responses ranged from 5, "Very Satisfied"

to 1, "Not Satisfied."

Respondents were provided with an opportunity to make
comments concerning their perception of the management of
the services that they receive. A portion of the survey
instrument also provided the necessary space for the
response. Respondents were asked if they would be willing to
participate in a telephone or personal interview to discuss
and comment on this subject. The narrative comments about

their experiences with different management organizations

40

and styles is reported in Chapter Four.

Respondents were also provided with an opportunity to
request a summary of the survey results. In order to
maintain the confidentiality of the respondent, they were
asked to indicate their interest in receiving a copy of the
summary by sending a business card under separate cover.

The respondent's name did not appear on the survey form.

Endorsement

Support from Ferris State University was obtained for this
study. Permission was sought and received to use Ferris
State University stationery and mailing privileges. Ferris
also provided support by allowing institutional travel for
visiting any nearby universities for a personal interview.
Use of the various copy facilities and programming support
for Statistical Analysis on mainframe and micro computers
was also granted. An endorsement letter was prepared by Mr.

Roy Tiede, Vice President of Business Affairs (Appendix C).

Pilot Test

The survey instrument had been pilot tested at Ferris State

University. The questionnaire was distributed to the

41

following Ferris State University executive management
positions:

President

Assistant to the President

Vice President of Business Affairs

Vice President of Academic Affairs

Associate Vice President of Academic Affairs

Dean of the Library

Dean of Lifelong Learning

Dean of the College of Education

The personnel in these positions were asked to complete the
form and return it with comments about any problems they
experienced in completing the form. Their suggestions were

incorporated into the study.

The questionnaire and introductory letter (see Appendix E)
were sent to Mr. Robert Fletcher, Dean of Academic Services
at Grand Valley State University. His comments and
suggestions were also incorporated into the questionnaire

and introductory letter.

Data Collection

A log was prepared to track the mailing activity and

response with each of the executive managers selected from

42
Peterson's Register. The log utilized the following format:

Date Follow Up Summary

Mill BSEBID BSEIDQSI gill BQQESELQQ

001 XIX/X X/X/X XIX/X X/X/X Yes/No

002

The mailing of the survey form began on September 6, 1991.
An introductory letter was prepared to explain the purpose
of the study. The letter was reviewed with the Ferris
executive management participating in the pilot test. A
copy of the letter is included in Appendix E. The mailing
list was entered on an IBM PS/2 model 50 and was merged with
the introductory letter. Labels were printed from the same
database for the envelopes. Ferris envelopes and letterhead
stationery were used. Each letter was individually signed
with ink and the envelopes were affixed with first class
stamps. Included with the introductory letter and survey

form was a stamped, self-addressed return envelope.

Two weeks after the mailing of the survey form, a follow up
postcard reminder was sent to those managers who had not
responded yet. Three weeks after the mailing of the
postcard, a personal telephone call was made to the non-

respondents.

43

The completed log is included in the final report.

Design of Survev Forp

The survey form was designed using the system recommended by
Dillman (1978). The survey was in booklet form measuring

5 1/2" X 8 1/2". The front cover provided information
concerning the purpose of the form while the back cover
provided room for comments. The design of the form was

intended to make the response as easy as possible.

Every effort was made to make all correspondence appear
professional so as to encourage a response. The stationery
and envelopes were the same as that used by the Information
Services and Telecommunications Department at Ferris State

University for all external correspondence.

The weight of the paper was 24 pound. It was grey in color
with the school name printed in maroon. The Information
Services and Telecommunications name was printed in maroon.
The survey form was printed by a Xerox 3700 laser printer on
20 pound paper. The cover design was printed in maroon and

all internal printing was in black print.

44

As surveys were returned the date received was entered on
the survey log. Respondents who included a business card
were recorded on the log for subsequent mailing of the
summary of the results. Each survey was reviewed to see if
a respondent submitted a comment that should receive an
immediate response. A "thank you" letter was sent to each

respondent.

Responses to each quantitative question were entered into a
computer - the Ferris State University IBM mainframe
computer for subsequent analysis using SPSS-X (the
Statistical Package for Social Sciences). The data entered
during this step were printed for sight review to check for

accuracy .

Statistical Analysis

There were seven questions proposed for this study.
Questions 1 and 2 identified the type of management
structure in place at the institution. If the school had a
centralized management structure Question 1 identified the
title of the position, who the position reported to, and
what management style the CIO used. If the school had a

decentralized management structure Question 2 identified the

45
title of the manager of each function, who the position
reported to, and what management style each manager
utilized. Questions 3 through 7 were a Likert type question
designed to query the respondent as to their level of
satisfaction with the management of academic and
administrative computing and communications functions.
MANOVA (multi-variate analysis of variance) was used for the

examination of the data related to each research question.

MANOVA investigates the relationship between an independent
variable with two or more categories and two or more
dependent variables. Using MANOVA in this type of situation
is preferred to ANOVA (analysis of variance) since use of
ANOVA could distort type I error rates while ignoring the
possibility that some composite of the variable may provide
the strongest evidence of reliable group differences

(Summer, 1985).

The respondents were provided an opportunity to add comments
related to their experiences with the management of
computing and communication functions. The responses were

recorded and analyzed for any patterns that emerged.

Summary

The researchers' purpose of this study was to present an

analysis of user experiences with different management

46
structures and management styles for computing and
communication. In order to accomplish this, a quantitative

research method was used.

The method employed a specially designed questionnaire for
the purpose of determining user satisfaction with the
management functions that they receive. The data were
analyzed on one of the computers at Ferris State University

using MANOVA for the examination of data.

Chapter IV
Bindings

The study was designed to collect and analyze information to
determine which management structure produces the highest
level of user satisfaction: a centralized management
structure or a decentralized structure for the management of
voice, data and video communications; academic and
administrative computing; and library automation. The study
was also designed to collect and analyze information to
determine if a particular style of management was evident in
either organizational structure. The methodology used in
the study was outlined in Chapter III. The qualitative and
statistical analysis of the data that were collected are
presented as follows.

Survey Respondents

Survey instruments were mailed to 250 individuals in 26
universities who were listed in the 1991 Peterson's Register
of Higher Education. One hundred forty three responses were
received in total representing the 26 universities. Initial
responses numbered 117. Seventeen responses were received
after the first follow-up and nine were received after the
second follow-up. The over-all response rate was 57.2%. A

47

48

listing of the survey group is shown in the log in Appendix

F.

Twelve of the schools reported that a decentralized

management structure was in place at their institutions and

14 reported a centralized structure.

The number of

respondents from each school is shown in Table 4.1.

 

Table 4.1 - Number of Respondents by School by Management

 

 

 

Structure
Management Management

Structure Number of Structure Number of

Qeceptraiized Respondents Centralized Respondenps
School 1 8 School 13 5
School 2 4 School 14 9
School 3 7 School 15 1
School 4 4 School 16 6
School 5 6 School 17 5
School 6 5 School 18 3
School 7 4 School 19 7
School 8 5 School 20 5
School 9 5 School 21 4
School 10 7 School 22 7
School 11 8 School 23 5
School 12 _8 School 24 5
TOTAL 71 49.7% SChOOl 25 5
School 26 _5

TOTAL 72 50.3%

Total Both Groups 143 100%

49

es e

Which management style, if any, best characterizes the Chief

Information Officer (CIO) or the decentralized managers:

0 the manager makes decisions independently - autocratic

o the manager seeks advice from each user group, then
makes decisions independently - consultative

o the manager actively engages user group members in
problem definition and decision making - participative

o the manager accepts majority rule - democratic

o the manager is passive.

The survey results are depicted graphically in the pie
charts shown in the following pages. The results are also

shown in tabular form in Appendix I, Table 1.1.

50

 

Passive (I .432)

 

/l/.

Consultative (40.3%)

////////////

     
 

Porticipative (43.1%)

/

 

Fig. 4.1 -- Chief Information Officer
Centralized Management Styles

 

Centralized Management Regulte

The majority of the respondents from the centralized schools
reported their CIO practices a "participative" management
style (43.1%). This rating was closely followed by those
respondents who reported their CIO used a "consultative"
management style (40.3%). The "autocratic" management style
was reported by 15.3% of the respondents, the "passive"
management style by 1.4%, and none of the respondents
considered their CIO to practice a democratic management
style. The combined ratings for the C105 who practiced the
"consultative" or "participative" management styles was

83.4%.

51
W
The combined ratings for those decentralized managers who
practiced the "consultative" or "participative" management
styles ranged from a low of 57.7% for the Voice
Communication manager to a high of 82.9% for the Library

Automation manager.

52

 

Passive (8.53:)
I

 
        
 

Autocruflc (29.6%)

\L

\\\\\\\\\\\\\\/.

iii

 
 
 

Consultative (35.01)

/.

\\

\‘ Democratic (4. 2x)

 

Participativc (19.7%)

 

Fig. 4.2 —- Voice Communication Manager (Decentralized)
Management Styles

 

Voice Communication Manager

The majority of the respondents from the decentralized
schools reported their voice communication manager practices
a "consultative" management style (38.0%). The rating from
these respondents who considered this manager sued a
"participative" style was 19.7%. The total reported for
these two management styles was 57.7%, far lower that the

83.4% reported for the CIO for the same two.

A large number of respondents (29.6%) considered their voice
communication manager to be "autocratic," the highest
recorded rating for this management style for any of the
decentralized managers or the CIO. The "passive" management
style was reported by 8.5% of the respondents and the

"democratic" style by 4.2%

53

 

Consultative (35.2%)

 

 

Fig. 4.3 -- Data Communication Manager (Decentralized)
Management Styles

 

Data Communication Manager

The majority of the respondents from the decentralized
schools reported their Data Communication manager practices
a "consultative" management style (35.2%) followed closely
by those who considered the manager to practice a
"participative" style (33.8%). The combined rating for
these two styles was 69.0%, considerably lower than the

83.4% rating for the CIO

The number of respondents reporting the "autocratic" style
(15.5%) was comparable to the CIO (15.3%). The "passive"
management style was reported by 11.3% of the respondents

and the "democratic" style by 4.2%.

54

 

 

 

Fig. 4.4 —- Video Communication Manager (Decentralized)
Management Styles

 

Video Communication Mana er

 

The majority of the respondents from the decentralized
schools reported their Video Communication manager practices
a "participative" management style (40.8%). The respondents
reported the "consultative" style (32.4%) for this manager
as a close second. The combined total for these two
management styles reported for the Video Communication
manager was 73.2%, almost 10% less than the response for the

CIO.

The "autocratic" and "democratic" style responses were
identical at 9.9% of the responses and the "passive"

management style was reported by 7.0% of the respondents.

55

 

 

 

Fig. 4.5 -- Academic Computing Manager (Decentralized)
Management Styles

 

Academic Computing Manager

The majority of the respondents from the decentralized
schools reported their Academic Computing manager practices
a "participative" management style (36.6%). This rating was
followed closely by 32.4% of responses characterizing this
manager as using a "consultative" style. The combined total
for these two styles was 69.0%, identical to the combined
rating for these two styles for the Data Communication
manager but considerably lower than the 83.4% rating for the

CIO.

The Academic Computing manager received the highest rating

for any manager characterized as using the "passive"

56
'management style (16.9%). The respondents rated with less
frequency the "autocratic" style (8.5%) for this manager and

"democratic" was reported by 5.6% of the responses.

 

Passive (9.9%)

,4

\\\\\\\\\l>

\VV/ Antwan: (15.57:)
/

\\

Portlcipative (25. 4x)

//4

l

//,

Consultative (40.8%)

 

.\

 

Fig. 4.6 -- Administrative Computing Manager (Decentralized)
Management Styles

 

Administrative Com utin Mana er

 

The majority of respondents from the decentralized schools
reported their Administrative Computing manager practices a
"consultative" style (40.8%). The "participative" style was
reported by 25.4% of the respondents for a combined total of
66.2%. This rating was considerably lower than the combined
ratings of the CIO (83.4%) for the same two management

styles.

The "autocratic" management style was reported by 15.5% of
the respondents. The ratings for the "passive" style and
"democratic" style was reported at 9.9% and 8.5%

respectively.

58

 

Consultative (40.0%)

 

 

Fig. 4.7 -- Library Automation Manager (Decentralized)
Management Styles

 

Librar Automation Mana er

 

The majority of the respondents from the decentralized
schools reported their Library Automation manager practices
a "participative" management style (42.9%). This rating was
followed very closely by a rating of 40.0% from respondents
reporting their manager practices the "consultative" style
(40.0%). This combined rating of 82.9% compares very
favorable to the CIO's rating of 83.4% for the same two
management styles. 'This rating was also the highest

Combined rating for any of the decentralized managers.

The "autocratic" management style was reported by 12.9% of
the respondents for this manager. The ratings for the

"democratic" style (2.9%) and the "passive" style (1.4%) was

59
the lowest combined rating (4.3%) for any of the
decentralized managers and only slightly higher than the
combined rating for the CIO (1.4%) for the same two

management styles.

60

es st' I

Which management organization, if any, produced the highest
level of satisfaction in providing voice, data, and video
communication; academic and administrative computing; and

library automation?

Respondents recorded their responses on a five point Likert

type scale for this question according to the following key:

Not Satisfied

H
l

2 - Somewhat Satisfied

3 - Satisfied
4 - Mostly Satisfied
5 - Very Satisfied

The test of the five levels of satisfaction related to the
service provided produced a Wilks' lambda of .93677, an F-
value of 1.24873, and a p-value of .287. No significance

was found in this research question.

The results are shown in tabular form in Appendix I, Table
1.2. The survey results are also depicted graphically in

the bar charts shown on the following pages.

61

 

Number of Respondents

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied

5521132 CIO .\\\\‘ Decentralized

 

Fig. 4.8 -- Highest Satisfaction in Providing
Voice Communication

 

Satisfaction with Voice Communication Service

The decentralized Voice Communication managers received
higher ratings than the CIO in providing this service in the
categories of "very satisfied," "mostly satisfied," and
"satisfied." The CIO received higher ratings in the
"somewhat satisfied" category. The CIO and decentralized'
managers received an equal number of responses in the "not

satisfied" category.

62
The average rating of user satisfaction with Voice
Communication service was 3.3 for the CIO and 3.4 for the

decentralized manager.

63

 

Number of Respondents

 

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
51:11:33 CIO m Decentralized
Fig. 4.9 -- Highest Satisfaction in Providing

Data Communication

 

Satisfaction with Data Communication Service

The decentralized Data Communication managers received
higher ratings than the CIO in providing this service in the
categories of "very satisfied" and "mostly satisfied." The
CIO received higher ratings in the "somewhat satisfied"
category. The CIO and the decentralized manager received an
equal number of responses in the categories of "satisfied"

and "not satisfied."

64
The average rating of user satisfaction with Data
Communication service was 3.4 for the CIO and 3.5 for the

decentralized manager.

65

 

Number of Respondents

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied

m CIO m Decentralized

Fig. 4.10 -- Highest Satisfaction in Providing
Video Communication

 

 

Satisfaction with Video Communication Service

The decentralized Video Communication managers received
higher ratings in providing this service than the CIO in the
categories of "very satisfied," "mostly satisfied," and
"satisfied." The CIO received higher ratings than the
decentralized manager in the categories of "somewhat

satisfied" and "not satisfied."

66
The average rating of user satisfaction with Video
Communication service was 3.0 for the CIO and 3.5 for the

decentralized managers.

67

 

Number of Respondents

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied

CIO m Decentralized

 

Fig. 4.11 -- Highest Satisfaction in Providing
Academic Computing

 

Satisfaction with Academic Computing Service

The decentralized Academic Computing managers received
higher ratings than the CIO in providing this service in the
categories of "very satisfied" and "satisfied." The CIO and
the decentralized manager received an equal number of
responses in the "mostly satisfied" category. The CIO
received higher ratings in the "somewhat satisfied" and "not

satisfied" categories.

68
The average rating of user satisfaction with Academic
Computing service was 3.1 for the CIO and 3.4 for the

decentralized managers.

69

 

30
28

 

 

2s
24
m 22
‘6
o 20
g 18
o
o. 16
33
m 14
m 12
o
H to
g a
E
s 6
z
4
2
0
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
m CIO m Decentralized
Fig. 4.12 -- Highest Satisfaction in Providing

Administrative Computing

 

Sapisfaction with Administrative Computing Service

The decentralized managers of Administrative Computing
received higher ratings than the CIO in the categories of
"mostly satisfied" and "somewhat satisfied." The CIO
received higher ratings in the categories of "very

satisfied," "satisfied," and "not satisfied."

The average rating of user satisfaction with Administrative
Computing service was 3.3 for the CIO and 3.4 for the

decentralized managers.

70

 

 

 

U)

4.)

c

w

'0

G

o

o.

m

m

m

‘H

o

u

'3

a

Z

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
51323132 CIO .\\\\‘ Decentralized

Fig. 4.13 -- Highest Satisfaction in Providing

Library Automation

 

Sepiefaction with Library Automation Service

The decentralized Library Automation managers received
higher ratings than the CIO in providing this service in the
categories of "very satisfied" and "somewhat satisfied."

The CIO received higher ratings in the categories of
"satisfied" and "not satisfied." The CIO and decentralized

managers received an equal number of responses in the

"mostly satisfied" category.

71
The average rating of user satisfaction with Library
Automation service was 3.5 for the CIO and 3.7 for the

decentralized manager.

Meet Sepiefectory Sepvige Prpyigeg

Respondents were asked to select which function they were
the most satisfied with in the service provided. The survey
results are shown in tabular form in Appendix I, Table I.3.
The results are also depicted graphically in the bar chart

shown on the following page.

72

 

-—“-
(80'1wa

 

 

.3 14
.§ 13
8 12
% 11
0 10
Di 9
u a
o
7
:1 s
g 5
s
z 4
3
2
1
0
Voice Video Administrative
Data Academic Library
5:111:12 CIO m Decentralized
Fig. 4.14 -- Most Satisfactory Service Provided

 

The CIO received a higher number of responses than the
decentralized managers in providing "most satisfactory"
service for Administrative Computing and Video
Communication. The decentralized managers received higher
ratings in Voice and Data Communication. An equal number of
responses were recorded for the CIO and decentralized

managers in the service provided for Academic Computing and

Library Automation.

73
Lees; Sepiefaepopy Sepvice Eppvided
Respondents were also asked which function they were least
satisfied with in the service provided. The survey results
are shown in tabular form in Appendix I, Table 1.4. The
results are also depicted graphically in the bar chart shown

on the following page.

74

 

an“...
U§UIOI

 

 

m 12
‘13
a, II
2 1o
8. 9
'4’: a
a:
u 7.
° 6
8 5
n
5 4
z 3

2

1

0

Voice Video Administrative
Data Academic Library
$511132 CIO m Decentralized

Fig. 4.15 -- Least Satisfactory Service Provided

 

The CIO received a higher number of responses than the
decentralized managers in providing "least satisfactory"
service for Data and Video Communication and Academic
Computing. The decentralized managers received higher
ratings in Voice Communication, Administrative Computing,

and Library Automation.

75

Research Quespiop IiI

Which management organization, if any, produced the highest
level of satisfaction in providing current and future budget
planning for voice, data, and video communication; academic

and administrative computing; and library automation?

Respondents recorded their responses on a five point Likert

type scale for this question according to the following key:

Not Satisfied

1.1
I

Somewhat Satisfied

N
I

Satisfied

u
l

A
I

Mostly Satisfied

Ul
I

Very Satisfied

The test of the five levels of satisfaction related to
current and future budget planning produced a Wilks' lambda
of .97628, an F-value of .43336, and a p-value of .855. No
significance was found in this research question. The
results are shown in tabular form in Appendix I, Table 1.5.
The survey results are also depicted graphically in the bar

charts shown on the following pages.

76

 

 

 

m
4)
a
w
'0
c
o
a.
m
w
M
u
o
H
m
‘2
s
2

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
51311232 Clo m Decentralized
Fig. 4.16 -- Voice Communication - Level of Satisfaction

with Budget Planning

 

gpgget Planning for Voice Communication

The decentralized Voice Communication managers received
higher ratings in the categories of "mostly satisfied" and
"satisfied" than the CIO for their efforts in budget
planning. The CIO received higher ratings in the categories
of "very satisfied" and "not satisfied." An equal number of
responses was reported for the CIO and decentralized

managers in the "somewhat satisfied" category.

77
The average rating of user satisfaction with budget planning
for Voice Communication was 2.9 for the CIO and 3.0 for the

decentralized managers.

78

 

 

 

28
26
24
m
p 22
5
E 20
o 18
{3‘
g 16
14
m
0 12
iii
n 10
5 a
z
6
4.
2
0
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
010 m Decentralized
Fig. 4.17 -- Data Communication - Level of Satisfaction

with Budget Planning

 

Budge; Planning f0; Data Communication

The decentralized Data Communication managers received
higher ratings than the CIO in budget planning in the
categories of "very satisfied," "somewhat satisfied," and
"not satisfied." The CIO received higher ratings in the
"satisfied" category and an equal number of responses was

received for both in the "mostly satisfied" category.

The average rating of user satisfaction with budget planning
for Data Communication was 3.1 for the CIO and 3.0 for the

decentralized managers.

79

 

Number of Respondents

 

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
m CIO m Decentralized
Fig. 4.18 -- Video Communication - Level of Satisfaction

with Budget Planning

 

Budget Planning for Video Communication

The decentralized Video Communication managers received
higher ratings than the CIO in budget planning in the
categories of "very satisfied" and "mostly satisfied." The
CIO received higher ratings in the "satisfied" and "not
satisfied" categories. An equal number of responses were
received for the CIO and decentralized managers in the

"somewhat satisfied" category.

80
The average rating of user satisfaction with budget planning
for Video Communication was 2.8 for the CIO and 2.9 for the

decentralized managers.

81

 

Number of Respondents

 

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
{3513;} CIO .\\\\‘. Decentralized
Fig. 4.19 -- Academic Computing - Level of Satisfaction

with Budget Planning

 

gngget Planning for Academic Computing

The decentralized managers of Academic Computing received
higher ratings than the CIO for budget planning in the
categories of "very satisfied" and "not satisfied." The CIO'
received higher ratings in the "satisfied" category. An
equal number of responses was received for the CIO and
decentralized managers in the categories of "mostly

satisfied" and "somewhat satisfied."

82
The average rating of user satisfaction with budget planning
for Academic Computing was 2.9 for the CIO and 3.0 for the

decentralized managers.

83

 

—-n—e-.—o-..n—n—n'°
~nu+um~1mwo

Number of Respondents
m 8

 

O-‘NU-FMO'INIU

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied

m CIO 'm Decentralized

 

Fig. 4.20 -- Administrative Computing - Level of
Satisfaction with Budget Planning

 

Budget Planning for Adminietrative Computing

The decentralized managers of Administrative Computing
received higher ratings than the CIO for budget planning in
the categories of "very satisfied," "satisfied" and
"somewhat satisfied." The CIO received higher ratings in

the categories of "mostly satisfied" and "not satisfied."

The average rating of user satisfaction with budget planning
for Administrative Computing was 2.9 for the CIO and 3.0 for

the decentralized managers.

84

 

Number of Respondents

 

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
$121221 CIO .\\\\‘ Decentralized
Fig. 4.21 -- Library Automation - Level of Satisfaction

with Budget Planning

 

Budget Planning for Library Automation
The decentralized managers of Library Automation received
higher ratings than the CIO for budget planning in all

categories except "satisfied."

The average rating of user satisfaction with budget planning
for Library Automation was 3.1 for the CIO and 3.2 for the

decentralized managers.

85
Meet Sepiefeetopy Bugget Pianning
Respondents were asked to select which function they were
most satisfied with in budget planning. The survey results
are shown in tabular form in Appendix I, Table I.6. The
results are also depicted graphically in the bar charts

shown on the following page.

86

 

I5
I4
13

 

 

u) I2
4.)
s H
'8
g 10
0
0a 9
g
m a
q.) 7
o
6
3
g 5
g 4
Z
3
2
1
0
Voice Video Administrative
Data Academic Library
m ClO m Decentralized
Fig. 4.22 -- Most Satisfactory Budget Planning

 

The C103 received a higher number of responses than the
decentralized managers for satisfactory budget planning for
Video Communication, Academic Computing, and Administrative
Computing. The decentralized managers received higher
ratings in Voice and Data Communication, and Library

Automation.

87
Lees; §a§isfactory Budget Planning
Respondents were also asked which function they were least
satisfied with in the efforts for current and future budget
planning. The results are shown in tabular form in Appendix
I, Table 1.7. The survey results are also depicted

graphically in the bar chart shown on the following page.

88

 

Number of Respondents

 

Voice Video Administrative
Data Academic Library

CIO .\\\\‘ Decentralized

 

Fig. 4.23 -- Least Satisfactory Budget Planning

 

The C105 received a higher number of responses than the
decentralized managers for unsatisfactory budget planning
for Academic Computing. The decentralized managers received
higher ratings in Voice and Data Communication, and Library
Automation. Respondents were equally dissatisfied with the
C105 and decentralized managers efforts in budget planning

for Video Communication and Administrative Computing.

89

Which management organization, if any, produced the highest
level of satisfaction in providing access to information

resources by student, faculty and staff?

Respondents recorded their responses on a five point Likert

type scale for this question according to the following key:

Not Satisfied

p..-
I

2 - Somewhat Satisfied

Satisfied

U
I

4 - Mostly Satisfied

5 - Very Satisfied

The test of the five levels of satisfaction related to
access to information resources by students, faculty and
staff produced a Wilks' lambda of .99594, an F-value of
.18481, and a p-value of .907. No significance was found in
this research question. The results are shown in tabular
form in Appendix I, Table 1.8. The survey results are also
depicted graphically in the bar charts shown on the

following pages.

90

 

 

 

32
3o
28
m 26
'2 24
m
p 22
‘8
3.20
m 18
m 16
M
o 14
H
3 12
g 10
z 8
6
4
2
0
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
6:121:31 CIO .‘\\\\‘ Decentralized
Fig. 4.24 -- Satisfaction with Student Access

 

Satisfaction with Student Access

The decentralized managers received higher ratings in the
categories of "mostly satisfied" and "somewhat satisfied"
than the CIO for providing student access to voice, data,
and video resources. The CIO received higher ratings in the
"satisfied" and "not satisfied" categories. An equal number
of responses was received by both in the "very satisfied".

category.

The average rating of user satisfaction with student access
to voice, data, and video resources was 3.0 for the CIO and

3.2 for the decentralized managers.

91

 

 

 

28
26
24
u) 22
‘5
m 20
to
c 18
o
g 16
u
m 14
3 12
g 10
a 8
a
z 6
4
2
0
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
ClO m Decentralized
Fig. 4.25 -- Satisfaction with Faculty Access

 

Satisfaction with Faculty Access

The decentralized managers received a higher rating in the
"very satisfied" category than the CIO for providing faculty
access to voice, data, and video resources. The CIO
received higher ratings in the "mostly satisfied," "somewhat
satisfied" and "not satisfied" categories. An equal number
of responses was received by both in the "satisfied"

category.

The average rating of user satisfaction with faculty access
to voice, data, and video resources was 3.2 for the CIO and

3.3 for the decentralized managers.

92

 

Number of Respondents

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied

m 010 Decentralized

 

Fig. 4.26 -- Satisfaction with Staff Access

 

Satisfaction with Staff Access

The decentralized managers received higher ratings in the
categories of "mostly satisfied" and "somewhat satisfied."
The CIO received the highest ratings in the "satisfied" and
"not satisfied" categories. An equal number of responses

were recorded for both in the "very satisfied" category.

The average rating of user satisfaction with staff access to
voice, data, and video resources was 3.2 for the CIO and 3.3

for the decentralized managers.

93
t c 0 Access to Vo'ce ata an V'deo R
Respondents were asked to select with which they were most
satisfied with: access by students or faculty or staff.
The survey results are Shown in Appendix I, Table I.9. The

results are also depicted graphically in the bar chart shown

on the following page.

94

 

Number of Respondents

 

 

Student Faculty) Staff
010 m Decentralized
Fig. 4.27 -- Most Satisfactory Access

 

Most Satisfactory Access

Respondents reported their most satisfaction with the access
by student, faculty and staff to voice, data and video

resources provided by the decentralized managers.

95

Lees; §e§isfactory Access to Voice, Det . and Videp
B§§QBI§§§

 

 

Respondents were also asked to select which they were most
dissatisfied with: access by students or faculty or staff.
The survey results are shown in tabular form in Appendix I,
Table 4.10. The results are also depicted graphically in

the bar chart shown on the following page.

96

 

 

 

m
1.1
c
m
to
c
o
o.
m
m
m
'H
o
H
.3
E
a
2:
Student Faculty Staff
{3:111:31 CIO m Decentralized
Fig. 4.28 -- Least Satisfactory Access

 

Leeet Satiefactorv Acceee

Respondents reported their highest level of dissatisfaction
with the access by students to voice, data and video
resources that were provided by the decentralized managers.
The highest level of dissatisfaction with access to the same

resources by faculty and staff was reported for the CIO.

97

Research Question V

Which management organization, if any, produced the highest
level of satisfaction in providing staff recruiting and
development of personnel in the areas of voice, data, and
video communication as well as academic and administrative

computing?

Respondents recorded their responses on a five point Likert

type scale for this question according to the following key:

1 - Not Satisfied

Somewhat Satisfied

N
I

3 - Satisfied

4 - Mostly Satisfied

01
I

Very Satisfied

The test of the five levels of satisfaction related to staff
recruiting and development of personnel produced a Wilks'
lambda of .92193, an F-value of 1.31249, and a p-value of
.259. No significance was found in this research question.
The results are shown in tabular form in Appendix I, Table
I.11. The survey results are also depicted graphically in

the bar charts shown on the following pages.

nU‘Cf-thccriucc nvc

Lahnhriauz

8.1

at

98

 

 

 

m
4)
c
m
p
c
o
o.
m
m
m
m
o
H
m
p
E
s
2
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
$11313 Clo .\\\\‘ Decentralized
Fig. 4.29 -- Voice Communication - Satisfaction

with Staff Recruitment and Development

 

Voice Communication

Respondents reported higher ratings for the decentralized
Voice Communication managers for their efforts in staff
recruitment and development than for the CIO in the
categories of "very satisfied," "satisfied," and "somewhat
satisfied." The CIO received higher ratings in the "mostly

satisfied" and "not satisfied" categories.

The average rating of user satisfaction with staff
recruitment and development for Voice Communication was 3.1

for both the CIO and the decentralized managers.

99

 

30
28
26
24-
22
20
I 8
I6
I 4-
I2

Number of Respondents

 

one-gig:

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied

Clo m Decentralized

Fig. 4.30 -- Data Communication - Satisfaction
with Staff Recruitment and Development

 

 

Data Communication

Respondents reported higher ratings for the decentralized
Data Communication managers for their efforts in staff
recruitment and development than for the CIO in the
categories of "mostly satisfied" and "somewhat satisfied."
The CIO received higher ratings in the "satisfied" and "not

satisfied" categories. An equal number of responses was

received for each in the "very satisfied" category.

100
The average rating of user satisfaction with staff
recruitment and development for Data Communication was 3.2

for the CIO and 3.3 for the decentralized managers.

101

 

Number of Respondents

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied

{31111111 010 m Decentralized

 

Fig. 4.31 -— Video Communication - Satisfaction
with Staff Recruitment and Development

 

Video Communication

Respondents reported higher ratings for the decentralized
Video Communication managers for their efforts in staff
recruitment and development in every "satisfaction" category

except "not satisfied."

The average rating of user satisfaction was 2.9 for the CIO

and 3.3 for the decentralized managers.

102

 

Number of Respondents

 

 

Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
CIO .\\\\‘ Decentralized
Fig. 4.32 -- Academic Computing - Satisfaction

with Staff Recruitment and Development

 

Academic Computing

Respondents reported higher ratings for the decentralized
Academic Computing managers for their efforts in staff
recruitment and development in every category except

"satisfied."

The average rating of user satisfaction was 3.1 for the CIO

and 3.3 for the decentralized managers.

103

 

30
28
26

 

 

m 24
.p
c 22
3
c 20
8, IB
8 is
m
m 14
o
12
ii
Q 10
5 a
z
6
4,
2
0
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
3:111:32 CIO .\\\\‘ Decentralized
Fig. 4.33 —- Administrative Computing - Satisfaction

with Staff Recruitment and Development

 

Administrative Computing

Respondents reported higher ratings for the decentralized
managers of Administrative Computing in the "very
satisfied," "mostly satisfied," and "somewhat satisfied"
categories. The CIO received higher ratings in the
"satisfied" category and an equal number of responses was

received for both in the "not satisfied" category.

The average rating of user satisfaction with staff
recruitment and development for Administrative Computing was

3.1 for the CIO and 3.2 for the decentralized managers.

104

 

32
30
28
26
24
22
20

IS
14
12
10

Number of Respondents
E

 

 

8
6
4
2
0
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
2:132:13 Clo .\\\\‘ Decentralized
Fig. 4.34 -- Library Automation - Satisfaction

with Staff Recruitment and Development

 

Library Automation

Respondents reported higher ratings for the decentralized
managers of Library Automation for their efforts in staff
recruitment and development in the categories of "very
satisfied" and "satisfied." The CIO received higher ratings
in the categories of "mostly satisfied" and "somewhat
satisfied." An equal number of responses was received for

both in the "not satisfied" category.

105
The average rating of user satisfaction with staff
recruitment and development for Library Automation was 3.3

for the CIO and 3.4 for the decentralized managers.

Most Setisfaction with Staff Recruitment and Development

Respondents were asked to select which function they were
most satisfied with in the recruiting and developing efforts
of the manager of that function. The survey results are
shown in tabular form in Appendix I, Table 1.12. The
results are also depicted graphically in the bar chart shown

on the following page.

106

 

Number of Respondents
m 3 2 5 a I G a 3

 

D—NU-FUICIVU

Voice Video Administrative
Data Academic Library

{21.313 Clo .\\\\‘ Decentralized

 

Fig. 4.35 -- Most Satisfaction with Staff
Recruitment and Development

 

The CIO received a higher number of responses than the
decentralized managers in providing "most satisfactory"
staff recruiting and developing in Video Communication and
Administrative Computing. The decentralized managers
received higher ratings in Voice and Data Communication,

Academic Computing, and Library Automation.

107
<.- . S‘a ., .' 1 a_ 1e -‘t ent . . D‘VElOOl‘l
Respondents were also asked to select which function they
were least satisfied with in the recruiting and developing
efforts of the manager of that function. The survey results
are shown in tabular form in Appendix I, Table I.13. The
results are also depicted graphically in the bar chart shown

on the following page.

108

 

u-bu-I-b-o—e—o
O‘NU-Fm

Number of Respondents

MU-r-UO‘INNLO

 

Voice Video Administrative
Data Academic Library

m CIO m Decentralized

 

Fig. 4.36 -- Least Satisfaction with Staff
Recruitment and Development

 

Respondents reported that the functions that they were least
satisfied with the efforts in recruiting and developing were
Voice and Video Communication, Administrative Computing, and
Library Automation when managed by a decentralized manager.
Users reported their least satisfaction with the CIO when
managing Academic Computing. An equal number of responses
was received for both the CIO and the decentralized managers

of Data Communications.

109

Researcn Qnestion VI

Which management organization, if any, produced the highest
level of satisfaction in providing support for the
information technology resources used by instructional
programs and in faculty and administrative office automation

activities?

Respondents recorded their responses on a five point Likert
type scale for this question according to the following key:
1 - Not Satisfied
2 - Somewhat Satisfied
3 - Satisfied

4 - Mostly Satisfied

01
I

Very Satisfied

The test of the five levels of satisfaction related to
providing support for information technology resources
produced a Wilks' lambda of .93922, an F-value of 2.76124,
and a p-value of.045. Statistical significance was found in
this research question through the multi-variate analysis.
However, the researcher has adopted a conservative position
and concluded that this has happened by chance since there
was no uni-variate significance at the .05 level. The
results are shown in tabular form in Appendix I, Table I.14.
The survey results are also depicted graphically in the bar

charts shown on the following pages.

110

 

30
28
26

 

 

24
3 22
5
p 20
5 18
Q4
m 16
m
m 14
“a 12
3 ID
g 8
a
Z 6
4
2
0
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
m CIO m Decentralized
Fig. 4.37 -- Satisfaction with Support of Information

Technology Resources for Instructional Programs

 

Instructional Programs

Respondents reported higher ratings for the decentralized

managers efforts in support of instructional programs in the

categories of "very satisfied" and "satisfied." The CIOs

received higher ratings in the categories of "somewhat

satisfied" and "not satisfied." An equal number of

responses was received for both in the "mostly satisfied"

category.

111
The average rating of user satisfaction with support of
instructional programs was 2.8 for the CIO and 3.1 for the

decentralized managers.

112

 

 

 

24
m
p 22
5 20
'U
s 18
8.
m 16
m
m 14
m
o 12
4,, I0
3 a
5
z 6
4
2
0
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
{32:13} CIO m Decentralized
Fig. 4.38 -- Satisfaction with Support of Information
Technology Resources for Faculty Office
Automation

 

Eeeniny Ofifice Aupomation

Respondents reported higher ratings for the decentralized
managers efforts in supporting office automation in faculty
offices in the categories of "very satisfied," "mostly
satisfied," "somewhat satisfied," and "not satisfied." The

C105 received higher ratings in the "satisfied" category.

The average user rating of satisfaction with support of
office automation for faculty offices was 2.7 for both the

CIO and the decentralized managers.

113

 

 

 

30
28
26
3 24
c 22
8
C.‘ 20
a 18
8 16
M
u 14
o
12
ii
Q 10
5 a
Z
6
4
2
0
Not Somewhat Satisfied Mostly Very
Satisfied Satisfied Satisfied Satisfied
51:21:11 010 m Decentralized
Fig. 4.39 -- Satisfaction with Support of Information

Technology Resources for Administrative
Office Automation

 

Adninistpative Office Automation

Respondents reported higher ratings for the decentralized
managers support of office automation in administrative
offices in the categories of "mostly satisfied" and
"somewhat satisfied." The CIOs received higher ratings in
the "very satisfied" and "satisfied" categories. An equal
number of responses was received for both in the "not

satisfied" category.

114
The average rating of user satisfaction with the support of
office automation in administrative offices was 3.2 for the

CIO and 3.1 for the decentralized managers.

MW

Respondents were asked to select which area (instructional
programs, faculty office automation, and administrative
office automation) they were most satisfied with the support
services. The survey results are shown in tabular form in
Appendix I, Table 1.15. The results are also depicted

graphically in the bar chart shown on the following page.

115

 

35

30

25

20

I5

Number of Respondents

I0

 

0
Instructional Faculty Administrative

2:211:33“ 010 m Decentralized

Fig. 4.40 -- Most Satisfaction with Support of Information
Technology Resources

 

 

The C108 received their highest rating in support of
information technology resources in administrative offices.
The decentralized managers received their highest ratings
for the efforts in supporting instructional programs and

faculty offices.

116
Leeep gepisfactopy Support
Respondents were also asked to select which area
(instructional programs, faculty office automation, and
administrative office automation) they were least satisfied
with respect to support services provided by the CIO and
decentralized managers. The survey results are shown in
tabular form in Appendix I, Table 1.16. The results are

also depicted graphically in the bar chart shown on the

following page.

117

 

26

 

 

24
22
3 m1
:
g u:
6
Q 16
3‘1 1.
m
'14 l2
0
u 10
,8
8
5
Z 6
4
2
0
Instructional Faculty Administrative
{32:13} Clo m Decentralized
Fig. 4.41 -- Least Satisfaction with Support of Information

Technology Resources

 

Respondents reported their most dissatisfaction with CIOs
efforts in supporting instructional programs. The
decentralized managers received the highest rating of
dissatisfaction for support of faculty office automation and

administrative office automation.

Chapter V

finnnepy, gpncinsions, inpiieations and Refiecpiene

EQIRQEB

The researcher's purpose in this study was to present an
analysis of user experiences with different management
organizations (centralized vs. decentralized) and styles of
management for computing and communication. The analysis
was accomplished by estimating perceived user satisfaction
with the functions performed and recording the users opinion

of style.

A comparison was presented between the methods of
organization and management style, with regard to the

services they provide within the University.

Summary

Beeeepen Question I

The first research question asked respondents to report
which management style best characterized their CIO or the

decentralized managers of their institution. The

118

119
respondents were asked:
if the manager makes decisions independently -

autocratic

or if the manager seeks advice from each user group, then
makes decisions independently - consultative

or if the manager actively engages user group members in
problem definition and decision making -
participative

or if the manager accepts majority rule - democratic

or if the manager is passive.

The summary of responses reveals the CIO's received the
highest scores (83.4%) in the combined "best" management
styles of consultative and participative (refer to Appendix
I - Table 1.21 for a complete tabulation of responses).
Several studies reviewed for this research reported that
these two management styles produced the "best" results in
an environment where tasks were complex and non-routine,
typically the type of work environment found in today's

information technology organizations.

The next highest score in this combined management style was
reported for the decentralized manager of Library Automation
at 82.9%. The title of this manager was most frequently
reported as "Dean" (98.6%). The reason for the closeness of
scores may be attributed to the fact that libraries are

becoming "electronic libraries" using complex computing and

120
communication information technologies. Thus, the duties
and responsibilities of the decentralized Library Automation
manager and the CIO are similar and require a management

style that works well in a complex area.

Also interesting to note is that the CIO and decentralized
manager of Library Automation received comparable scores for
the autocratic, democratic and passive management styles.
Both received only 1.4% of the responses for the passive
style indicating that each is active in the decision making
process. No one reported the CIO as having a democratic
style and only 2.9% of the respondents reported this as the
dominant style for the Library Automation manager. The low
response rate for these two categories of management style
for both managers may be indicative of the similarity in the
nature of the work and the management style required to be

effective.

The CIO received 15.3% of the responses for being autocratic
while the Library Automation manager received 12.9%. It
would be interesting to re—visit this question in 2 to 4
years to see if the management style of "my way or the

highway" is gaining or losing favor or remaining the same.

The combined responses for the "best" management styles
(consultative - participative) for the decentralized

managers of Data and Video Communications, and Academic and

121
Administrative Computing were close to each other but did
not approach the level of the ratings for the CIO and
Library Automation manager. The Voice Communication manager
had the lowest number of responses for the "best" management
style and the highest number of responses for the "worst"

management style - autocratic.

The conclusion one might infer by this study is that for any
organization to be effective it should be driven by (and
tightly coupled to) the academic mission of the university.
For complex information resources to be considered effective
they should be managed effectively which requires the "best"
management style, namely the consultative and participative
styles. The CIOs have recognized this requirement, hence
the high response rate reported for them for the "best"
management styles. The library of a university exists for
research and learning, hence the Library Automation managers
have implemented the "best" management style to support

their university effectively.

The services of the Video Communications managers are used
mostly by the academic community as are the services of Data
Communications and Academic Computing, hence the responses
reflect this theme of support for the academic mission. The
lowest response rates for the "best" management styles were
reported for the Administrative Computing manager and the

Voice Communication manager, areas that this survey found to

122

predominately report to the Business Affairs operation.

Beseeren Question :1

In the second research question respondents were asked to
report which management organization, if any, produced the
highest level of satisfaction in providing voice, data, and
video communication; academic and administrative computing;

and library automation.

The C103 did not record as high a level of satisfaction as
the decentralized managers. The C105 average ratings of
level of satisfaction ranged from one-tenth of a point below
the average of the decentralized managers to five-tenths of
a point below. This was a surprising result in view of the
high ratings received by the C105 for having the "best"
management style. Consequently, the researcher felt it was
necessary to contact several respondents for a personal
interview as a means to better explain the results. The
respondents comments are recorded in Appendix J. Several of
the institutions that reported the CIO organization in
operation at their school stated that this organizational
structure was relatively new to them and that perhaps a

highly effective organization was still to be realized.

A vice president at a western university was asked during a

telephone interview if she could provide insight as to why

123
the C108 were receiving lower ratings in the level of
satisfaction. She replied that a reason could be that
decentralized managers were personally closer to the users
of their services and could be seen as more responsive since

they were greater in number than the single CIO.

Respondents were asked to record comments on the survey form
regarding services managed by the CIO that they regarded as
less than satisfactory. There were several written comments

generally of two types: old equipment and poor leadership.

By contrast, there were only two written comments from the
respondents who were satisfied with their CIO's level of
service. One respondent commented that she was very
satisfied with the voice communication function because the
equipment was new and easy to use. The second respondent
wrote that he was very satisfied with the newly installed

library cataloging and on-line search computer system.

The written comments from respondents who were reporting
high satisfaction with the decentralized managers level of
service were almost unanimous in their statements, reporting

”good service," "quick response," and "user friendly."

Written comments from respondents reporting low satisfaction
with the decentralized managers were of two types (identical

to the comments recorded for the CIO): old equipment and

124

poor leadership.

The conclusion reached by the researcher is that a high
level of satisfaction is produced by either the CIO p; the
decentralized manager through personal, responsive service
and new equipment. Also, since the CIO (or central
organization concept) is relatively new at most of the
institutions there has not been enough time to compare this

type of organization to the organizations it replaced.

A recurring theme throughout the personal interviews was
that institutions that were struggling to replace old
equipment were not highly satisfied with the service
provided by the equipment currently installed. However,
this did not reflect poorly on the CIO since they were
preparing initiatives and justification for equipment
replacement. A belief was developed by the researcher that
the C103 were more aggressive in their pursuit of new
equipment acquisition while the decentralized managers were

waiting for direction from the top of the organization.

Another thought that came from the personal interviews (but
one that is somewhat reinforced by written comments on the
survey forms) is that personal, responsive service produces

a higher degree of satisfaction.

125
W

The third research question asked which management
organization, if any, produced the highest level of
satisfaction in providing current and future budget planning
for voice, data, and video communication; academic and

administrative computing; and library automation.

The C108 and the decentralized managers received comparable
ratings from respondents regarding satisfactory budget
planning. Of interest to note however, is the similarity in
several functions in the number of respondents reporting
less than satisfactory budget planning as those reporting

more than satisfactory budget planning.

This was the only research question in the survey that

produced these results.

The decentralized managers received an almost equal number
of "satisfactory minus" responses as "satisfactory plus"
responses for all functions except Library Automation. For
this function the decentralized manager received a
significantly higher number of favorable ratings over

unfavorable (29 to 18 - refer to Appendix I, Table 1.5).

The C108 received similar responses ("satisfactory minus"

vs. "satisfactory plus") in the functions of Voice

126
Communication and Academic and Administrative Computing.
However, exceptions to this observation were found in the

remaining functions, namely:

- Data Communications where more respondents reported
gpeepe; satisfaction with the CIO's efforts.

- Video Communications where more respondents reported
leee satisfaction with the CIO's efforts.

- Library Automation where more respondents reported
gpeenep satisfaction with the CIO's efforts (similar to

the decentralized managers efforts).

These exceptions were discussed during the personal
interviews. Many administrators commented that Data
Communications and Library Automation were fairly well
defined technologies and that the managers in charge of
these functions (the CIO or the decentralized manager) had
achieved "clarity of mission." Also that budgets had been
committed to projects in these areas, plans established, and

implementation was in process or completed.

On the subject of budget planning for Video Communication
and the poor showing by the C105, one dean commented that
this was a "rapidly emerging area that was not receiving
sufficient planning." The dean felt that their CIO had
little interest or knowledge in this area, especially with

regard to distance learning. When asked for an opinion as

127
to why the decentralized managers of Video Communications
would receive an equal number of less than satisfied and
more than satisfied responses the dean said "Well, maybe

people expect more from a CIO."

A Provost from a western university stated that perhaps this
question should be asked at a later time, if and when
funding difficulties diminish. The provost said that during
this current difficult period "you may not get a true
picture. Many administrators may report what they see as a
result of short term planning to achieve minimum cost
objectives as opposed to long term strategic budget

planning."

Beseepcn Questions IV. V. VI

In the remaining research questions respondents were asked
which management organization, if any, produced the highest
level of satisfaction in providing access to information
resources; in providing staff recruitment and development;
and in providing support for information technology

resources .

An examination of the survey results revealed that both the
C103 and the decentralized managers were reported as doing

equally well in satisfying their users.

128
These questions and the survey results support the study
conducted by the editors of the Iecnnplogy Managemenp
W as reported in Chapter
II of this research. The editors study concluded that 7 out
of 11 CIO job duties were common to all Information System
executives (including the decentralized managers) as well as
the CIO. These 7 job duties were identified as being
ppe;e§ipne1_in_ne§npe and were not considered to be
strategic. The issues of providing access to information
resources, recruiting and developing staff, and supporting
information technology resources can be seen as operational
in nature and as such, performed equally well by either

management organization.

Conclusions

In this study it was determined that the predominant
management style of a CIO was either "consultative" or
"participative." It was found in a review of pertinent
literature for this study that these two management styles
would work "best" in an environment where tasks were complex
and non-routine. The only decentralized manager who
received comparable ratings in the "best" management styles
was the manager responsible for Library Automation,
typically the Dean of the Library. The researcher concludes
that the CIO and the Dean of the Library have a better

understanding of the mission and culture of their

129
institution (as compared with the other decentralized
managers) and an appreciation for the goals of higher
education. In all likelihood the CIO and Library Dean would
probably not be effective managers if they were managing
their activities as though they were a business without
being sensitive to the things that make higher education

different.

A second conclusion is that the CIOs do not produce more
satisfaction with the users of their services than the
individual, decentralized managers. This may be due to the
excessive emphasis placed by many institutions on the CIO
position and the consequent raising of user expectations.
Another reason may be that the CIOs have become a level of
executive management that is one step removed from the user

and personal interaction with the user has been lost.

Implications for Furthep Research

As a result of this study there is an implication for
further research to ask the CIO and the decentralized
managers for the mission statement of their departments for
comparison to their universities mission statement. The
researcher believes there will be a high correlation between
department mission statements that support the institutions
mission statement and departments that use the "best"

management styles to produce an effective organization.

130
Further study could also be to investigate the thoughts
developed by the researcher from the results of the second

research question. These thoughts were:

- users were more dissatisfied with older, inefficient
equipment lacking modern features than they were

dissatisfied with the manager of the equipment

- CIOs were aggressively pursuing equipment upgrades
while the decentralized managers were waiting for

direction from upper management

- personal, responsive service produces higher user

satisfaction regardless of equipment age or type.

Each of these could be investigated fully by a study that
correlated equipment features and acquisition date with
level of satisfactory service provided. The "personal"

issue could also be studied further.
Reflections
The researcher expected to find but did not that computing

and communication functions managed by the CIO produced

higher user satisfaction than the decentralized managers.

131
The researcher believes that information technology
resources are becoming so complex that the autocratic
management style will become as obsolete as the democratic

and passive styles.

Appendix A

Ferris State University Peer Institutions

132

Ferris State University Peer Institutions

Ball State University

California Polytechnic
State University

Central Connecticut State
University

Eastern Kentucky University
Fitchburg State College

Florida Agricultural &
Mechanical University

Idaho State University

Kansas State University

Mississippi State University

* Moorhead State
University (MN)

**Morehead State
University (KY)

Murray State University

* Moorhead State University

Northern Kentucky University

Purdue University Calumet

Sam Houston State University

Southwest Texas State Univ.
Trenton State College

University of Louisville

University of Northern Iowa

University of Southern

Mississippi
University of West Florida

University of Wisconsin-

Platteville

Utah State University

Western Kentucky University

is located in Minnesota.

** Morehead State University if located in Kentucky.

133
Explanation of Characteristics

(The primary source of funding for each financial
institution listed is provided by the state.)

1- Egunded:
The year the institution came into existence or was
chartered as an educational entity.

2- Tyne_ef_ln§titutignz
Comp (Comprehensive) - awards the baccalaureate and may
also award the associate; offers post baccalaureate
degrees primarily at the master's, specialist's, or
professional level, although one or two doctoral
programs may be offered.

Univ (University) - offers a full four-year
undergraduate program plus post baccalaureate degrees
through the doctorate in more than two academic and/or
professional fields.

3. Degpees Offered by Institution:

A - Associate (2 year program)

B - Baccalaureate (3-5 year program in liberal arts,
science, professional or pre-professional)

M - Master's (1-2 year program in liberal arts and
sciences or the next degree following first
professional)

D - Doctorate (3-6 year program beyond baccalaureate
resulting in highest degree awarded in research
oriented academic discipline)

P - first professional (6 year program resulting in
degree required to be academically qualified to

practice in certain professions such as law and
medicine)

0 - other advanced degree (2-3 post baccalaureate
program in certain fields such as education and

engineering)

4. gampus Location:

Metropolitan - campus is located in an area with
population of over 500,000

City - campus is located in an area with population of
50,000 to 500,000

Small Town - campus is located in an area with
population under 50,000

Rural - campus is located outside of any area of
concentrated population

5. Enpollmenp:

Total number of matriculated full time and part time
students enrolled in undergraduate and/or graduate
degree programs as of Fall, 1989.

134

The standard yearly educational costs for matriculated
students who are state residents not including optional
fees or estimated expenses. For institutions with

different tuition rates for undergraduate and graduate

students, separate figures are shown for each labeled
UG and GRAD.

135

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Appendix B

Survey Questionnaire

140

a?

Survey of
Computing and
Communication

 

 

 

 

 

 

 

 

 

 

 

 

 

You indicate your voluntary
agreement to participate by
comfileting and returning

tis quesflonnare. '

Note 8

141
Management Style

For each of the questions requesting your opinion of
the management style of the manager in charge of a
function please'ansver according to this key:

l- Manager makes decisions independently.

2- Manager seeks advice from each user group, then
.makes decisions independently.

3- Manager actively engages user group members in
problem definition and decision making.

4- Manager accepts majority rule.

5* Manager is passive.

Level of Satisfaction

For each question requesting your opinion of your
level of satisfaction with the service provided by
the manager of a function please answer according
to this key:

l- Not satisfied

2“ Somewhat satisfied

3- Satisfied

4- Mostly satisfied

5- Very satisfied

142

Definition 95 Terms

Centralized Management - control of all of the primary functions
of academic computing, administrative computing and tele-
communications are located under one manager reporting to
a high level institution executive.

Decentralized Management - control of the primary functions of
academic computing, administrative computing and telecom-
munications are located under separate, discrete managers
contained within different divisions of the institution.

CI - Chief Information Officer, the person charged with managing
all of the information technology in the institution.

Voice Communication - the transmission of speech using telephone
switching equipment transmitting over telephone wire, fiber
optic glass and microwave radio signals. The telephone
switching equipment is also used for facsimile telegraph.

Data Communication - the transfer of data between computers or
computers and terminals using a variety of media (telephone
wire, fiber optic glass, microwave radio signals) according
to a specific data transmission protocol.

Video Communication - the transmission of video signals ranging
from compressed video (64 Kbps) to full motion video
(92 Mbps) over telephone wire, coaxial cable, fiber
optic glass and microwave radio signals. video signals
are transmitted for the purpose of closed circuit television,
public television, teleconferencing and uplink and/or down-
link of satellite signals.

 

Academic Computing - the department that assists faculty with
developing computer literacy and using computers as an
instructional delivery method.

 

Administrative Computing - the department that stores records
and files that are accessed by the administrators of an
institution of higher education to maintain, monitor and
control data recorded on students, personnel, budgets and
institutional assets.

Library Automation - the process that provides computer assistance
to local and remote catalog searching of library holdings.

 

II.

143

If your institution has a Chief Information Officer (CIO) with
responsibility for managing the functions of Academic Computing,
Administrative Computing and Telecommunications (voice, data, video)
please provide the following information. If not, proceed to
question II.

A. Title of CIO position:

 

3. Title of position to
which the CIO reports:

 

C. Which term best describes the management style of this manager?
(Circle one)

1. Manager makes decisions independently.

2. Manager seeks advice from each user group, then
makes decisions independently.

3. Manager actively engages user group members in
problem definition and decision making.

4. Manager accepts majority rule.

5. Manager is passive.
Please proceed to question III
Please identify who manages the following functions and select
which term best describes the person's management style:

Title of position

 

 

 

 

 

 

 

 

 

Title of to which this
Manager manager reports
A. Voice Communication
management style 1 2 3 4 S
B. Data Communication
management style 1 2 3 4 5
C. Video Communication
management style 1 2 3 4 5
D. Academic Computing
management style 1 2 3 4 5
8. Administrative Computing
management style l 2 3 4 S

P. Library Automation

 

 

management style 1 2 3 4 S

III.

IV.

144

Please indicate your level of satisfaction with the service
provided for each of the following functions:

Level of Satisfaction
(circle one)

A. Voice Communication .1 2 3 4 S
B. Data Communication 1 2 3 4 ' 5
C. Video Communication 1 2 3 4 5'
D. Academic Computing l 2' 3 4 S
8. Administrative Computing 1 2 3 4 5
E. Library Automation 1 2 3 4 5

With which above are you most satisfied?

Why?
With which above are you least satisfied?

Why?

Please indicate your level of satisfaction with the current an
future budget planning for each of the following resources:

Level of Satisfaction
(circle one)

A. Voice Communication 1 2 3 4 S
B. Data Communication 1 2 3 4 S
C. Video Communication 1 2 3 4 5
D. Academic Computing 1 2 3 4 5
8. Administrative Computing 1 2 3 4 ‘ 5
P. Library Automation 1 2 3 4 5

With which above are you most satisfied?

 

Why?

With which above are you least satisfied?

Why?

VI.

145

Please indicate your level of satisfaction with the access by
students, faculty and staff to voice, data and video resources:

Level of Satisfaction
(circle one)

A. Student Access l 2 3 4 5
8. Faculty Access I 2 3 4 S
C. Staff Access 1 2 3 4 5

With which above are you most satisfied?

 

Why?

With which above are you least satisfied?

Why?

Please indicate your level of satisfaction with the staff

recruitment and development of each of the following functions:

Level of Satisfaction
(circle one)

A. Voice Communication 1 2 3 4 5
B. Data Communication 1 2 3 4 5
C. Video Communication l 2 3 4 5
D. Academic Computing 1 2 3 4 5
E. Administrative Computing l 2 3 4 S
P. Library Automation 1 2 3 4 5

With which above are you most satisfied? -

Why?

With which above are you least satisfied?

Why?

146
VII. .Pinally, please indicate your level of satisfaction with end—user
' support of information technology resources (such as software,

hardware, documentation, data bases, network, maintenance,
training) for:

Level of Satisfaction
(circle one)
A. Instructional Programs l 2 3 4 5
8. Faculty foice Automation 1 2 3 4 S

C. Administrative Office Automation 1 2 3 4 5

‘With which above are you most satisfied?

Why?

With which above are you least satisfied?
Why?

\flIII._ Would you be willing to participate in a telephone or personal
interview to discuss the topics described here?

Yes No

147

Are there any comments you would like to make concerning the management
of the functions of Academic and Administrative Computing and
Telecommunications? Please use this space if you have any comments:

Your participation is appreciated. Would you like a summary of this
survey? If yes, please include your business card when you return
the survey.

Yes No

Appendix C

Endorsement Letter

 

 

“Felfig State Univel/s’lty

Office of Business Affairs

 

August 21, 1990

To whom it may concern:

Jerry A. Nogy, Assistant Vice President for Information
Services and Telecommunications, is undertaking research to
satisfy the requirements of the Ph.D in College and
University Administration at Michigan State University.

Mr. Nogy has the full support of the University in the
endeavor. He may have access to any equipment to facilitate
the research and has been given permission to use Ferris
letterhead stationery and envelopes for any external
correspondence.

 

Sincerel

;7§§:;:. Tiede

Vice President
for Business Affairs

RJT/ks

 

Big Rapids. Michigan 493072295 0 (616) 5922155

Appendix D

Approval of UCRIHS

1
MICHIGAN STATE UNIVERSITY 49

 

OFFICE OF VICE PRESIDENT POI RESEARCH EAST LANSING 0 MICHIGAN 0 488244046
AND DEAN OF THE GRADUATE SCHOOL

August 20, 1991

Jerry Nagy
10885 Trapper Lane
Stanwood, MI 49346

RE: COMPARATIVE ANALYSIS OF USER EXPERIENCE WITH CENTRALIZED VS.
DECENTRALIZED MANAGEMENT OF ACADEMIC COMPUTING, ADMINISTRATIVE COMPUTING
AND TELECOMMUNICATIONS FUNCTIONS WITHIN AN INSTITUTION OF HIGHER
EDUCATION, IRB #91—342

Dear Mr. Nogy:

UCRIHS' review of the above referenced project has now been completed. I am
pleased to advise that the rights and welfare of the human subjects appear to
be adequately protected and the Committee, therefore, approved this project at
its meeting on August 20, 1991.

You are reminded that UCRIHS approval is valid for one calendar year. If you
plan to continue this project beyond one year, please make provisions for
obtaining appropriate UCRIHS approval one month prior to August 20, 1992.

Any changes in procedures involving human subjects must be reviewed by the
UCRIHS prior to initiation of the change. UCRIHS must also be notified
promptly of any problems (unexpected side effects, complaints, etc.) involving
human subjects during the course of the work.

Thank you for bringing this project to our attention. If we can be of any
future help, please do not hesitate to let us know.

IECCQCIJ

David E. Wright, Ph.D., Chair,
University Committee on Resear
Involving Human Subjects (UCRIHS)

 
   

 

DEW/deo

cc: Dr. Louis Hekhuis

MSU is an A/[a'muwc Action/Equal Opportunity Insulation

Appendix E

Introductory Letter

.150

 

 

lniormalion Services
and Telecommunications

I ‘Fexfig State Univelé’lty

March 25, 1991

 

Mr. Robert Fletcher

Dean of Academic Services
Grand Valley State University
Allendale, MI 49401

Dear Mr. Fletcher:

Many institutions have modified their organizational plans in order to
integrate the supervision of information technology resources into a.
single, centralized organization managed by a Chief Information Officer
(CIO). Other institutions have elected to maintain separate, decentralized
organizations with individual managers of the functions of voice, data and
video communications; academic and administrative computing; and library
automation. Please refer to the enclosed questionnaire for a definition of
these terms. '

I am conducting a study as part of the research required for my Ph.D.
program at Michigan State University. The purpose of my research is to
determine which management structure of information technology resources
produces the highest satisfaction to the users of these functions: a
centralized or a decentralized organization. Your institution has been
selected as one of 33 schools nationwide to participate in this study. The
criteria to select a school for this study included the following: the
headcount enrollment of the student body, a public school that is state
funded, the number of undergraduate and graduate programs, and the campus
size and location.

You have been selected to participate due to your position in higher

.education management. I would greatly appreciate it if you could complete

the questionnaire and return it in the postage paid envelope provided.
Your participation, while crucial to the success of my study, is voluntary.

The information you supply will be kept strictly confidential. The number
on the questionnaire is being used solely to permit a follow up. The
number will also be used to contact those respondents who indicate that
they are willing to participate in a telephone or personal interview. I
will send you a copy of the results of the study if you include your
business card when you return the questionnaire.

The attached Ferris Bulldog pin is to thank you for your support. If you
have any questions or wish to speak with me personally, I can be reached at
(616) 592-2144.

Thanks again.

Sincerely,

am,

Jerry A. Nogy ;
Asst. Vice President'

 

312 West Building 0 Big Rapids. Michigan 49307 0 (616) 592.3869

Appendix F

Log of Mailing Activity and Responses

151

i :g - z .- - 91' -g ., _f.t _-. . b- . ..
Respondent Date First Second Summary
Number Returned 221122292 felleszfle Beguested

1 - 9-27-91 10-16-91

2 9-12-91 - -

3 - 9-27-91 10-16-91

4 9-26-91 - -

5 - 9-27-91 10-16-91

6 9-25-91 - -

7 9-12-91 - _

8 9-25-91 - -

9 9-11-91 - _
10 9-12-91 - -

11 - 9-27-91 10-16-91
12 9-16-91 - -
13 - 9-27-91 10-16-91
14 9-26-91 - - yes
15 - 9-27-91 10-16-91
16 9-16-91 - _
17 9-16-91 - _
18 - 9-27-91 10-16-91

19 9-16-91 - -
20 9-16-91 - -
21 - 9-27-91 10-16-91
22 9-16-91 - -
23 9-16-91 - - yes
24 - 9-27-91 10-16-91

25 9-18-91 - -

Respondent

Number
26

27
28
29
30
31
32
33
34
35
36
37
38
39
4O
41
42
43
44
45
46
47
48
49
50

51

Date

9-16-91
9-16-91
10-29-91
9-16-91
9-16-91
9-23-91
9-23-91
9-13-91
9-19-91

9-16-91

10-10-91

10-10-91

9-13-91

9-16-91

9-20-91

152

First

Renewing

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

Second

EQllgflzflD

10-16-91

10-16-91

10-16-91

10-16-91

10-16-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

Summary

BQQEQESQQ

yes

Respondent

Date

153

First

Second

Summary

Number BESBIDQQ EQllgflzfln £21121222 BQQBESLQQ

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

9-13-91

9-16-91

9-16-91

9-13-91

9-23-91

9-23-91

9-13-91

9-30-91

10-04-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

10-17-91

yes

yes

yes
yes

yes

yes

yes

yes

yes

yes

154

Respondent Date First Second Summary
WWW MW

78 - 9-27-91 10-18-91

79 - 9-27-91 10-18-91

80 - 9-27-91 10-18-91

81 - 9-27-91 10-18-91

82 - 9-27-91 10-18-91

83 - 9-27-91 10-18-91

84 - 9-27-91 10-18-91

85 - 9-27-91 10-18-91

86 - 9-27-91 10-18-91

87 - 9-27-91 10-18-91

88 - 9-27-91 10-18-91

89 9-17-91 - -

90 9-16-91 - -

91 9-12-91 - -

92 9-16-91 - -

93 - 9-27-91 10-18-91

94 9-16-91 - -

95 9-16-91 - -

96 - 9-27-91 10-18-91

97 9-16-91 - -

98 9-13-91 - -

99 - 9-27-91 10-18-91
100 - 9-27-91 10-18-91
101 9-16-91 - -

102 10-03-91 9-27-91 -

Respondent

Number
103

104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126

127

Date

9-20-91

10-21-91

9-13-91

9-19-91

9-26-91

9-19-91

9-23-91

9-20-91
10-21-91

9-16-91

10-21-91

9-13-91

9-13-91

9-26-91

155

First

9-27-91
9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

Second

221129229 EQllgflzflD

10-18-91

10-21-91

10-21-91

10-21-91

10-21-91

10-21-91

10-21-91

10-21-91

10-21-91

10-21-91

10-21-91

10-21-91

10-21-91

10-21-91

Summary

yes

yes

yes

yes

156

Respondent Date First Second Summary

WWW MW

128 10-02-91 9-27-91 -

129 9-20-91 - -

130 - 9-27-91 10-21-91
131 9-13-91 - -

132 9-23-91 - -

133 - 9-27-91 10-21-91
134 - 9-27-91 10-21-91
135 - 9-27-91 10-21-91
136 9-16-91 - -

137 9-12-91 - -

138 - 9-27-91 10-22-91
139 - 9-27-91 10-22-91
140 - 9-27-91 10-22-91
141 9-30-91 9-27-91 -

142 9-30-91 9-27-91 -

143 10-03-91 9-27-91 -

144 - 9-27-91 10-22-91
145 - 9-27-91 10-22-91
146 9-13-91 - -

147 9-12-91 - -

148 9-24-91 - -

149 - 9-27-91 10-22-91
150 11-08-91 9-27-91 10-22-91 yes
151 9-23-91 - -

152 - 9-27-91 10-22-91

157

Respondent Date First Second Summary

WWW WM

153 10-15-91 9-27-91 -

154 - 9-27-91 10-22-91

155 - 9-27-91 10-22-91

156 9-12-91 - -

157 9-16-91 - -

158 - 9-27-91 10-22-91

159 9-19-91 - -

160 9-13-91 - -

161 10-14-91 9-27-91 -

162 - 9-27-91 10-22-91

163 - 9-27-91 10-22-91

164 9-16-91 - -

165 10-08-91 9-27-91 -

166 9-20-91 - -

167 9-16-91 - -

168 - 9-27-91 10-22-91

169 9-19-91 - - yes
170 - 9-27-91 10-22-91

171 9-13-91 - -

172 10-14-91 - -

173 - 9-27-91 10-22-91

174 9-16-91 - -

175 10-08-91 - - yes
176 9-20-91 - -

177 - 9-27-91 10-22-91

Respondent

Mater
178

179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201

202

Date

158

First

Second

Returned We W0 -

9-13-91

9-16-91

9-20-91

10-11-91

10-11-91

9-16-91

9-24-91

9-13-91

10-07-91

9-26-91

10-08-91

9-16-91

9-16-91

9-13-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

10-23-91

10-23-91

10-23-91

10-23-91

10-23-91

10-23-91

10-23-91

10-23-91

10-23-91

Summary

yes

yes

yes

yes

Respondent

member
203

204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226

227

Date

9-13-91

9-13-91

9-13-91

9-16-91

10-04-91

9-16-91

9-16-91

9-23-91

9-16-91

9-13-91

10-01-91

9-19-91

9-18-91

9-11-91

9-24-91

159

First

291193292

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

9-27-91

10-23-91

10-23-91

10-24-91

10-24-91

10-24-91

yes

Respondent

Member
228

229
230
231
232
233
234
235
236
237
238
.239
240
241
242
243
244
245
246
247
248
249

250

160

Date First Second
BQSQIDQQ £2112!:HB EQLLQEZHE

- 9-27-91 10-24-91
9-16-91 - -
9-27-91 9-27-91 -

- 9-27-91 10-24-91
9-16-91 - -

10-08-91 9-27-91 -

- 9-27-91 10-24-91

- 9-27-91 10-24-91
9-19-91 - -
9-27-91 9-27-91 -

- 9-27-91 10-24-91
9-27-91 9-27-91 -

11-11-91 9-27-91 10-24-91
9-13-91 - -
9-16-91 - -

- 9-27-91 10-24-91
9-19-91 - -
9-13-91 - -
9-16-91 - -
9-17-91 - -

- 9-27-91 10-24-91
9-13-91 - -
9-13-91 - -

Summary

Beggestgg

yes

yes

yes

yes

yes

yes

Appendix G

Postcard Reminder

161

Jerry Nogy

Assistant V.P.

Info Services & Telecomm.
Ferris State University
Big Rapids, MI 49307

 

Dr. John Smith

Dean, College of Education
State University

Anytown, CA 92708

O USPS 199!

 

 

 

a
Pf

1 Dear Dr. Smith,

Q Have you completed and returned the brief survey that asks
about your satisfaCtion with the service provided by the
management of computing and communications functions at your
university? If you have, thanks very much for your
participation. If you have not, may I urge you to do so

in order that I have the best possible representation of
user experiences with these functions.

-.— - ._ -o... H-H--.—— --..

Sincerely,

Jerry Nogy
Assistant VP
Info Services & Telecbmm.

 

 

//

Appendix H

Summary Request Thank You Letter

 

‘Fefi'ig Stat: Univefsity

Information Services
and Telecommunications

 

 

February 17, 1992 -

Dr. Glenn Hansen

Dean, Continuing Education and Special Programs
University of Northern Iowa

Cedar Falls, IA 50614

Dear Dr. Hansen,

Thank you very much for taking the time to respond
to my survey request. I appreciate your help very
much.

Enclosed is a copy of the survey findings along
with another copy of the survey questionnaire.

'Thanks again.
Sincerely,

a "are

erry Nogy

 

312 West Building 0 901 S. State Street 0 Big Rapids. Michigan 49307-2295 0 (616) 592-3869

Appendix I

Tabulated Survey Data

 

 

 

163

 

 

 

 

 

 

 

 

 

 

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m.m N m.m o o.m v m.m a m.v m ~.e n o o oeumuooeeo o

m.~e om «.mu we 6.6m em m.oe mm m.mm em s.ma ea H.me Hm e>ammmauwmmmm o

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m.~a m m.mH Ha m.m m m.m a m.mH as o.m~ HN m.mH as mammmmmmmm 0
son wens eon gene eon gene son gene eon gene sum gene eom gene gamma
cadueaousd meaumwumwcaeoc owemvmom oupw> sumo mowo> OHO mmmEmmmcmm

hwewnaq mcausmeoo cowumuwcseeoo
madness: pmewaewucmomn

 

 

 

 

meahum newscasts: mo comeemEoo I: a.H manna

 

164

 

 

 

 

 

 

 

 

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m.n m.o~ ea m.Hm Hm m.m~ on ¢.nH m m.¢ n OHO
cowumeousd humunaq

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m.m o.o~ «H H.>N ma h.mN ma H.hH NH 0.0H h OHO
ocwusmeoo m>wumwumwcascm

v.n m.mH ma n.nm mm H.w~ mm m.mH AH m.m e pewflamwucmomo

H.m m.HH m m.mn mm o.mN 5H m.ha NH m.HH m OHO
mcwusmeoo owaepeod

m.m m.m o m.mn mm o.oe mm m.o e o.H H pmwwamwuceomm

o.m fi.m N m.om om H.me mm m.MH m N.m m OHO
caeumowcseeoo omow>

m.m v.nH m ¢.H¢ mm m.vn mm o.m m m.v m pmwwamuucmomo

v.m v.HH m m.mm on m.~m mm o.oH h m.v m OHU
cowueowcsEEoo memo

v.n o.mH ma v.Hm NN H.>N ma b.mH HH H.h m pmneamwuceoma

n.n m.hH NH m.nm Hm m.o~ ea v.- ma m.h m OHU
80m menu Hum vewm 90m menu Hum veum Hum vmwm cowumowcsesoo moao>

m e m N H
see: veaumwumm peduneumm pedumwumm peawmwumm pmwmmdumm
awm> mango: umn3meom uoz

 

 

 

 

 

 

 

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165

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table I.3 -- Most Satisfactory Service Provided
Communication
Voice Data Video
Freq PCT Freq PCT Freq PCT
CIO 9 15.5 4 6.9 5 8.6
Decentralized 13 23.2 5 8.9 3 5.4
Computing Library
Automation
Academic Administrative
Freq PCT Freq PCT Freq PCT
CIO 8 13.8 18 31.0 14 24.1
Decentralized 8 14.3 13 23.2 14 25.0
Table 1.4 -- Least Satisfactory Service Provided
Communication
Voice Data Video
Freq PCT Freq PCT Freq PCT
CIO 12 21.4 6 10.7 15 26.8
Decentralized 14 26.9 3 5.8 7 13.5
Computing Library
Automation
Academic Administrative
Freq PCT Freq PCT Freq PCT
CIO 15 26.8 6 10.7 2 3.6
Decentralized 8 15.4 12 23.1 8 15.4

 

 

 

 

 

 

 

 

166

 

 

 

 

 

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cowumeousc humuan
o.m N.m o 5.5N ma N.mN ma o.¢N ma N.m w vmuwamuucmoma
m.N m.5 m N.om ma m.mN ma m.ma OH m.5H an 0H0
mcwusmeoo m>wumuumacaeom
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m.N m.w v o.NN oa H.5m nN o.NN ea m.HH 5 0H0
acausmeoo Daemomoa
m.N 0.0 e o.MN ea m.mm vN m.HN NH m.m m omuwawuucmomo
m.N m.m N o.ON NH m.mv mN 5.HN mm 5.HH 5 0H0
sowumuassefioo omow>
o.m 0.5 m 5.mN ma H.mN ma m.mN 5H m.5 m omuwamuucmomo
H.m m.m e 0.0m ma m.oe mN H.0H 0H m.m v 0H0
scaumowcseeoo mama
o.n m.NH m H.MN ma m.Nm HN m.mH Ha ¢.mH om omuwamuucmomo
m.N o.mH ad ¢.mH 0H m.5N 5H o.ma HH 5.mH NH 0H0
80m woum 90m wmum 90m vmum Bum wmuh 90m vmum sawumowczefioo mowo>
sum: omauuwuom nodumwumm umwumaumm vowumwumm nowumwumm
>um> havoc: unnzmeom uoz

 

 

 

 

 

 

 

mam.um wnmme.um mmosm.uuunsua .mxaus um>oz¢x

 

unaccoam‘uumvsm oususm van acouuao saw: cowuoummmuum mo H0>0A II m.H mandm

167

 

Table 1.6 -- Most Satisfactory Budget Planning

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Communication
Voice Data Video
Freq PCT Freq PCT Freq PCT
CIO 11 22.9 4 8.3 2 4.2
Decentralized 14 29.2 6 12.5 - -
Computing Library
Automation
Academic Administrative
Freq PCT Freq PCT Freq PCT
CIO 9 18.8 9 18.8 13 27.1
Decentralized 8 16.6 6 12.5 14 29.2
Table I.7 -- Least Satisfactory Budget Planning
Communication
Voice Data Video
Freq PCT Freq PCT Freq PCT
CIO 6 14.3 2 4.8 10 23.8
Decentralized 11 23.4 4 8.5 10 21.3
Computing Library
Automation
Academic Administrative
Freq PCT Freq PCT Freq PCT
CIO 10 23.8 8 19.0 6 14.3
Decentralized 7 14.9 8 17.0 7 14.9

 

 

 

 

 

168

 

 

 

 

 

n.n o.m o 5.mv Nm c.0N ea m.NN ma m.N N omuwamuucmomn
N.m m.m o m.Nv om m.oN ma H.6H 0H m.m o 0H0
mumooc mumum
n.n o.m~ m m.mm mN m.mm MN m.ma HH m.¢ m omuaamuucoomn
N.m m.w o o.om oN v.Nm MN m.ma NH m.m v 0H0
unmoofl kuasomm
N.m H.5 m m.N¢ om n.vN 5H m.ma ma ”.5 m omuwamuucmomo
o.m 0.5 m o.Hm NN 6.0m mN m.ma Ha m.m 5 0H0
Hum Umuh 50m vmum Bum Umum 80m vmum 50m vmum uumooa acmosum
s10: vowuuauum vowwuwuum ooaumaunm omwuawumm cowumaumm
5am> 5Huw02 uunzmeom uoz

 

 

 

 

 

 

 

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van dado .00w0> 0» undo. van auanudu .uucoosun ha nomaou saws cowuoomuwuam mo H0>0A II m.H onmm

169

 

Table I.9 -- Most Satisfactory Access

 

 

Student Access
Freq PCT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CIO 13 29.5
Decentralized 14 26.4
Faculty Access Staff Access
Freq PCT Freq PCT
CIO 16 36.4 15 34.1
Decentralized 17 32.1 22 41.5
Table I.10 -- Least Satisfactory Access to Voice, Data,
and Video Resources
Student Access
Freq PCT
CIO 18 40.0
Decentralized 27 55.1
Faculty Access Staff Access
Freq PCT Freq PCT
CIO 15 33.3 12 26.7
Decentralized 14 28.6 8 16.3

 

 

 

 

 

 

 

 

 

 

 

 

170

 

 

 

 

 

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M.M 5.NH 5 M.5N MH w.H¢ MN m.¢H m o.M N OHU
COHumeous¢ aumunHA
N.M H.¢H m m.NM HN H.MN mH H.¢H m m.oH 5 CTNHHmuucmomn
H.M N.M m M.oN MH ¢.5¢ 5N M.M M M.NH 5 0H0
OCHusmEoo m>HumuumHCHEU¢
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mCHusmeoo OHEmomod
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a.N M.HH w m.MH 5 N.v¢ MN M.5H m m.MH 5 0H0
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coHumoHcseeoo mama
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H.M «.5 v m.5N MH 5.ov NN 5.mH m ¢.5 c 0H0
80m wouh Hum vmuh 90m vmum 80m vmum Hum wank coHumoHcsEEoo moHo>
cum: omdunquum omamuaumm omemuaumm ooquueuum caduceumm
>uo> >Humoz unn3meom uoz

 

 

 

 

 

 

 

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ucoemoHo>om can usoEuHauoom mmoum nuH3 coHuoomnHunm mo H0>0A I: HH.H oHadm

171

 

Table I.12 -- Most Satisfaction with Staff Recruitment and

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Development
Communication
Voice Data Video
Freq PCT Freq PCT Freq PCT
CIO 3 8.6 4 11.4 4 11.4
Decentralized 8 18.6 5 11.6 1 2.3
Computing Library
Automation
Academic Administrative
Freq PCT Freq PCT Freq PCT
CIO 4 11.4 9 25.7 11 31.4
Decentralized 8 18.6 5 11.6 16 37.2
Table 1.13 -- Least Satisfaction with Staff Recruitment and
Development
Communication
Voice Data Video
Freq PCT Freq PCT Freq PCT
CIO 8 25.8 3 9.7 4 12.9
Decentralized 14 31.8 3 6.8 5 11.4
Computing Library
Automation
Academic Administrative
Freq PCT Freq PCT Freq PCT
CIO 7 22.6 5 16.1 4 12.9
Decentralized 5 11.4 11 25.0 6 13.6

 

 

 

 

 

 

 

172

 

 

 

 

 

 

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N.M M.¢H 0H M.¢N 5H o.ov MN 5.MH HH 5.m o 0H0
coHumeou=¢
COHuuo m>HumuuchHeo¢
5.N ¢.5 m H.mH MH m.5N mH m.MM MN M.HH m omuHHmuucmomo
5.N m.N N 5.mH HH o.oe mN ¢.HM NN 0.0H 5 0H0
COHumEousc 00Hmuo auHaomm
H.M M.OH 5 M.MN 0H N.Hv MN 0.0N vH v.¢ M CTNHHnuucmooo
m.N m.¢ M N.¢N mH M.HM HN M.5N mH H.NH w 0H0
80m wouh Hum wouh Bum vmum 80m Umum 80m vmum madumoum HdGOHuosuuucH
can: COHuuHuum omHumHumm ouHuuHumm omHumHuum omHumHumm
hu0> 5Humox umn3080m uoz

 

 

 

 

 

 

 

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u¢>02¢2

 

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173

 

Table 1.15 -- Most Satisfactory Support of Instructional
Programs, Faculty Office Automation,

Administrative Office Automation

 

 

 

 

 

 

 

 

 

 

Instructional
Programs
Freq PCT
CIO 11 20.8
Decentralized 16 33.3
Faculty Office Administrative
Automation Office
Automation
Freq PCT Freq PCT
CIO 6 11.3 36 67.9
Decentralized 10 20.8 22 45.8

 

 

 

 

 

Table 1.16 -- Least Satisfactory Support of Instructional
Programs, Faculty Office Automation,

Administrative Office Automation

 

 

 

 

 

 

 

 

CIO
Decentralized

 

 

Instructional
Programs
Freq PCT
CIO 23 46.0
Decentralized 10 21.7
Faculty Office Administrative
Automation Office
Automation
Freq PCT Freq PCT
18 36.0 9 18.0
19 41.3 17 37.0

 

 

174

 

Table 1.17 -- CIO Position Titles of Institutions with

Centralized Management

 

 

 

 

EIQQ- 221
0 Director of Computer Services 36 50.0
o Assistant/Associate Vice President of 15 20.8
Information Technology
0 Academic Dean 5 6.9
0 Vice President of Information Technology 16 2242
Total 72 100.0%
Table 1.18 -- Title of Position that CIO Reports to
EIEQ; 291
0 Vice President/Vice Chancellor of 36 50.0
Finance/Business Affairs/Administrative
Services/Facilities
o Provost 5 6.9
o President/Chancellor 17 23.6
0 Vice Chancellor 5 6.9
0 Director of Planning/Government Relations/ 9 12.5
University Advancement
Total 72 100.0%

 

175

 

 

 

 

 

 

 

 

 

 

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M.HH m
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5.NH o
5.mm mm 5.mm no 5.Hw mm o.m e
0.5 m
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:0Huaeousd 0>HuauuuHcHEU¢ OHEOCuod omoH> dado m0H0>
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176

 

 

 

 

 

 

 

 

 

 

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177

 

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OHU

Appendix J

Comments Recorded During
Personal Interviews with Respondents

178

Comments Recorded During
Personal Interviews with Respondents

Comments from Schools with a Centralized Management
SLIQQEQIE

A dean at a southern university stated:

"We are just beginning an integrative process on

campus. There are still some problems among units that
are going through this consolidation. Basically a
faculty/administrative study committee recommended the
changes because of two reasons: 1) the need to plan
for efficient and economical networks to function
throughout the campus and look to the future as an
integrated organization 2) the need to support end-user
services. We hope to see the effects of these

recommendations soon."

A vice president at an eastern university commented.

"We recognized the need for the whole range of
information resources to be under a unified
administrative structure but perhaps our expectations
were too high. Given time I believe the kinks will be
worked out of the system and we will get better

results."

179

A director of admissions at a southern university stated:

"Our current centrally operated system is definitely
working better than our old decentralized approach.
Perhaps we've become more demanding as users and less

tolerant of service glitches."

A vice president at a western university stated:

"The CIO of our school is a political appointee and
shows it. We would be better off if we returned to our

decentralized approach with more coordination between

units."

A dean of a technical college at a western university was
asked why the respondents from his institution rated their
CIO as only "satisfactory" or "mostly satisfied". He

replied:

"Perhaps our organization doesn't fit a normal CIO
model. We have a powerful manager who exerts a great
deal of influence in administrative computing but

doesn't show a lot of interest in communications."

180

om o s wit ec t a ed Ma e ent

A dean at a mid-west university stated:

"We have separate computing organizations providing
resources and services throughout our campus. Our goal
is a distributed environment of hardware and software
through a high quality communications network. This
organization serves us very cost-effectively and

efficiently."

A vice president at a southern school said:

"I am a believer in streamlining and centralizing
management of similar functions. However, the way in
which our campus evolved in its technology development
did not allow for such economy and efficiency. Yet, 1
think "it works" without much duplication. The most
annoying factor to me is when "one hand doesn't know
what the other is doing". I guess that can happen in

the most slick of arrangements, too."

181

An outspoken dean at an eastern university stated:

"The organization at this university for information
technologies is absurd. Key people, who should be
working together, are trying to build empires at one
another's expense. Huge central staffs are being
maintained in the face of burgeoning decentralization.
Worst of all, Academic Affairs is at the mercy of two
non-Academic Affairs V.P.'s who are in charge of most

of what Academic Affairs needs."

A director in the business operation at a mid-west school

said:

"They certainly all need to work together and our
decentralized system has tried to develop ways to
coordinate; it takes the right people regardless of the
organizational chart. They have to have the

university's goal first."

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BIBLIOGRAPHY

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182

183

Douglas, Judith; Dolence, Michael; Penrod, James. "The
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184

Korman, A., "Consideration, Initiating Structure and
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