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Origins • SERVQUAL • IS SERVQUAL • LibQual+ Theoretical Model • Define services from the end user point of view • Understand that end user expectations are shifting dramatically • Benchmarks for comparative purposes are possible TechQual+ Approach Assessment Questions • When it comes to. . . – “Having adequate capacity (speed, bandwidth) on the wireless network” – My minimum service level is (1-9) – My desired service level is (1-9) – Perceived service performance is (1-9) Premise • Duplicate LibQual+ Success – Develop scientifically valid instrument – Develop web portal to administer instrument • Remove the burden of survey research and reporting from end user institutions Three Questions • “What are IT services in higher education?” • “What leads an end user to prefer one provider over another?” • “How can we assess and measure these services in a general, comparative way?” Social Scientific Approach • • • • • • • Start with qualitative interviews Perform content analysis Develop instrument Conduct field tests Perform standard statistical tests Revise and start the cycle over Three year project 2006 TAMU Instrument • Wired, Wireless Networking and Online Access to Resources • Helpdesk, Support, Training, and the End User Experience • Access, Support for Administrative Systems • Campus Website, Web Publishing Tools, and Support • Available Computing Hardware and Software • Shared Governance, Opportunities for Feedback, and Inclusive Planning Zones of Tolerance Wired, Wireless Networking and Online Access to Resources • When it comes to. . . – Having adequate capacity (speed, bandwidth) on the wired network – Having adequate capacity (speed, bandwidth) on the wireless network – Having wireless network coverage that covers all the areas in which I work and learn – Having access to critical campus resources from off-campus (at home, traveling) – Getting the training or support required to best take advantage of computing resources Helpdesk, Support, Training and the End User Experience • When it comes to. . . – Helpdesk staff who are willing to help and instill confidence in users – Helpdesk staff who are consistently courteous and ready and willing to respond to my request for assistance – Having my request assigned to the person who could best provide me with assistance – Helpdesk staff who really understand the problems I am experiencing – Having my helpdesk request resolved in a satisfactory amount of time Access, Support for Administrative Systems • When it comes to . . . – Access to the administrative systems that are necessary to be successful in my job – Training and support for my use of College Station-based administrative systems (e.g. FAMIS, SIMS, Library, MyRecord, Neo, etc.) – Having timely access to the information that I need to be successful in my job – Having mechanisms to provide feedback on the direction of College Station-based administrative systems – How easy it is to access and make use of College Station-based administrative systems Campus Website, Web Publishing Tools, and Support • When it comes to. . . – Having a website that represents the entire campus – Having access to web-based resources that provide up-to-date information that is helpful – Access to tools, training, and support to help me (or my department) engage in web publishing – Having someone available who handles all my (or my department’s) web publishing needs for me – Opportunity to provide feedback on the direction of the campus website Available Computing Hardware and Software • When it comes to . . . – Having a variety of software packages available that meet my needs – Having the latest and greatest desktop computing (or laptop) equipment available. – Classroom technology that enhances the presentation of my course materials – Getting adequate training and support for my use of classroom (or AV) technology/equipment – Having access to tools (videoconferencing, training, etc.) that help me stay connected to those abroad whom I need to work with Shared Governance, Opportunities for Feedback, and Inclusive Planning • When it comes to . . . – Opportunities to provide feedback to ITS – Programs, procedures, and processes that align the IT mission with the needs of the institution – Opportunities to participate in processes that drive the allocation of IT resources campus-wide – Dissemination of information regarding technology resources, initiatives, and programs – Participating in a community of end users seeking to make the best use of technology resources Focus Areas • Connectivity, Access • End User Experience • Administrative Systems, Online Processes • Campus Website, Web Publishing • Computing • Shared Governance & Inclusive Planning • Instructional Technology • ?????? • ?????? • ?????? • ?????? • ?????? Plan moving forward • Identify collectively what those twelve or thirteen focus areas should be • Identify participating coordinator for each focus area, charged with “owning” the focus area and collaborating with everyone to develop the questions • Ties, or disagreements will be broken by project directors Chester and Weber – “Are we seeing this from a technologists perspective or an end users perspective?” Thanks for participating • http://www.techqual.org