Information Technology Reference
In-Depth Information
It has been recognized for a number of decades that the use of computers can provide
cost savings and improvements in efficiencies in many organizations. Porter and Millar (1985)
have generally been credited with recognizing that the capabilities of information technology
can extend further to providing organizations with the opportunity to add value to their
goods. Value is measured by the amount that buyers are willing to pay for a product or service.
Porter and Millar (1985) identified three ways that organizations can add value to their
commodities or services (known as
generic strategies for improving competitiveness
):
•
Be the lowest cost producer.
•
Produce a unique or differentiated good (providing value in a product or service that
a competitor cannot provide or match, at least for a period of time). If an organization
is the first to introduce a particular feature, it may gain a competitive advantage over
its rivals for a period. Some ways in which information technology can be used to
differentiate between products and services are as follows (Sandy & Burgess, 1999):
-
Quality
-
Product support
-
Time
•
Provide a good that meets the requirements of a specialized market.
The next sections examine the possibility of translating the benefits of “added value”
to a particular application of IT, the use of the Internet by tertiary educators to assist with
subject and course delivery.
Aspects of Course and Subject Delivery
Jansen et al. (2002) suggested that online learning is useful because it can supplement
existing learning environments; it provides a standardized environment for learning, and can
be used as a management environment to monitor and stimulate learning. Beirne, Brecht, and
Sauls (2002) examined the use of the Internet from the viewpoint of treating the student as
an information client. They classify student needs into five areas: activities for careers growth
(student organizations), employment opportunities, scholarship opportunities, administra-
tive information, and subject (course) information. They examine academic department Web
pages, faculty (staff) Web pages, and subject Web pages. This chapter specifically
concentrates upon those activities related to the area of student need encompassing subject
delivery (subject information) and subject Web pages.
Beirne, Brecht, and Sauls (2002) identified four aspects of course information: program
requirements, instructor information, subject (course) scheduling, and subject information.
Alternatively, Darbyshire and Wenn (2000) identified two overall aspects to course and
subject delivery, the educational and administrative components. These are just separate
ways of classifying similar requirements. Delivery of the educational component of a subject
to students is the primary responsibility of the subject coordinator, and this task is the most
visible from a student's perspective. However, the administration tasks associated with a
subject form a major component of subject coordination, but these responsibilities are not
immediately obvious or visible to the students.
It is essential that all aspects of subject delivery be carried out as efficiently as possible.
To this end, IT, and in particular, Web-based solutions, can be applied to both aspects of
subject delivery. That Web-based solutions are a suitable vehicle to use has been almost
