Last updated: 5 April 2024
Phase Two: 2018-2022
Priority Actions | Owner | Timeline |
1.1 All modules using the Online Module Guide for Academic Year 2018/2019 | Director of Quality Enhancement | Sept 2018 |
1.2 Resource list management software is in use by groups from each school | Associate Director of LTI Service | Dec 2018 |
1.3 Discovery system for learning resources integrated with resource lists and Moodle developments | Associate Director of LTI Service | Sept 2020 |
1.4 Online module structure including quality measures in place | Content Support and Information Manager | June 2019 |
1.5 All modules have a module structure within Moodle with integrated learning resources measured to agreed standards | Head of Learning and Teaching Innovation | April 2020 |
1.6 All courses have a mapped online guide and resources structure including quality measures | Director of Quality Enhancement | Sept 2020 |
1.7 Identify data used in returns, including the business processes that create and impact on the data; the governance around the data; and the minimum quality thresholds | Reporting Manager | Sept 2018 |
1.8 Demonstrate accurate data return in-year ahead of HESA data futures requirements going live | Reporting Manager | July 2019 |
1.9 Agree the academic model to drive our curriculum management | Dean of Academic Development | Sept 2018 |
1.10 Analyse measures of student engagement with learning resources to provide feedback on successful practices in the use of the virtual learning environment | Director of Quality Enhancement | 2019 |
KPIs relating to Ambition 1:
(1) Percentage of modules using the Online Module Guide
(2) Measurable characteristics of the diversity of learning resources linked to each module and course
(3) Student engagement with learning resources
(4) NSS results relating to learning resources (questions 18-20)
Ambition 2 Processing – Integration, Automation and Prediction
Priority Actions | Owner | Timeline |
2.1 Identify business processes that support Ambition 1, including identifying candidates for automation | Process Improvement Manager | July 2018 |
2.2 Develop a technical framework for workflows and map the technical solution to the system architecture, including automation where relevant | Head of Technical Delivery | July 2018 |
2.3 Automate the identified workflows | Head of Technical Delivery | End 2019 |
2.4 Document the data-flows and data warehouse aspects relating to the workflows and data to ensure processing is clear and agreed | Senior Systems Architect (Data Systems) | End 2019 |
2.5 Scope and deliver the required trend-based historical data within the overall architecture (including changes to the data-warehouse model | Senior Systems Architect (Data Systems) | 2018-2020 |
2.6 Rollout of Jisc learning analytic system to Senior Tutors emphasising the use of descriptive data | Associate Director of LTI Service | Sept 2018 |
2.7 Full rollout of Jisc learning analytics via the tutor portal | Associate Director of LTI Service | Dec 2018 |
2.8 Review the impact and value of predictive data as part of student engagement to drive interventions | Dean of Academic Development | July 2019 |
2.9 Monitor trends in AI based on deepalgorithms relevant to HE to factor into update plans | Head of Technical Delivery | 2018-2019 |
KPIs relating to Ambition 2:
(1) Reduction in paper-based workflows
(2) Staff satisfaction survey measures (that look at how well systems support staff)
(3) Data Maturity using the HESA data maturity model
(4) Data Anomalies requiring correction within data returns
(5) Accuracy of predictive learning analytic data
Ambition 3 Accessing – Portals and Channels
Priority Actions | Owner | Timeline |
3.1 Extension of SITS access to provide an Applicant’s Portal | Associate Director of CMSR | Apr 2018 |
3.2 Duplication of the MyGlos technology to provide a more intuitive and cleaner MyGlos for staff | PR and Communications Manager | 2019 |
3.3 Migration of the key department and school information to the new staff intranet | PR and Communications Manager | Sep 2019 |
3.4 Development of an Augmented and Virtual Reality App for prospective students to enhance their on-campus experience during open days and applicant days and to enable virtual open days | Senior Brand Communications Manager | 2018 |
3.5 Redesign of new external website and associated brand changes | Senior Brand Communications Manager | 2018-19 |
3.6 Redevelopment of external website and migration of separate wordpress sites into one website structure | Senior Brand Communications Manager | 2018-20 |
3.7 Work with a small number of pilot, volunteer, subject communities, to enhance Moodle as a communications platform to support course and subject curriculum-based communications and group discussion | Content Support and Information Manager | 2019 |
3.8 Redesign the Personal Tutor Portal to become a Tutor Portal, supporting the integration of all useful information that supports individual tutees and the tutoring process more generally | Head of Technical Delivery | 2018-2019 |
3.9 Development of a School Dashboard to support School based decision makings | Head of Technical Delivery | 2019 |
3.10 Review the need for further portal and dashboard views and consider a roadmap of the technical tools to support user self-service | Head of Technical Delivery | August 2018 |
KPIs relating to Ambition 3:
(1) Web-site usage statistics
(2) MyGlos download and tile use statistics
(3) Usage statistics relating to the portals and dashboards
(4) Take-up of Moodle as a communications platform, measured by course
Ambition 4 Using – Skills, Governance and Security
Priority Actions | Owner | Timeline |
4.1 Create a framework on Moodle in partnership with Jisc, progressively populated with a set of elearning resources covering the digital capabilities model | Associate Director of LTI Service | 2018-2020 |
4.2 Develop assessment and accreditation mechanisms to evidence impact | LTI Senior Trainer | 2020 |
4.3 Promote student take-up of digital capabilities skills training in coordination with Your Future Plan activities | Associate Director of LTI Service | 2018-2019 |
4.4 Incorporate the Technology to Enhance Learning programme outcomes into generic academic job descriptions and teaching pathways | Strategic HR Business Partner | End 2019 |
4.5 Develop staff competence in using the technical capabilities provided, particularly through the Technology to Enhance Learning programme | Director of Quality Enhancement | 2020 |
4.6 Develop skills resources for professional services staff focused around the essentials of information security | Associate Director of LTI Service | July 2018 |
4.7 Plan a broad set of information skills capacity for all staff that builds on the TEL foundation | Director of HR | 2019 |
4.8 Progressively expand the learning resources available to staff to support their effective use of the core systems in use at the University | LTI Senior Trainer | 2018-2019 |
4.9 Promote the use of remote and mobile working technologies | Head of Technical Delivery | 2019 |
4.10 Complete data related measures, to be in place for new General Data Protection Regulations | Director of Governance and Registry Services | May 2018 |
4.11 Complete compliance with payment card standard (PCI-DSS) | Content Support and Information Manager | May 2018 |
4.12 Ensure all staff complete security awareness training | Strategic HR Business Partner | 2018 |
4.13 Achieve Cyber Essentials Plus benchmark | Content Support and Information Manager | Dec 2018 |
4.14 Launch the refreshed Information Security Management System | Content Support and Information Manager | 2019 |
KPIs relating to Ambition 4:
(1) Self-reported confidence scores by students
(2) Correlation between use of information skills learning resources by students and
their overall academic achievement
(3) Self-assessed knowledge and confidence via audit for staff
(4) Percentage completion of essential training
Benefits and link to the Strategic Plan
A4. It is vital that we protect our key information assets, students, staff and research, by remaining secure and compliant. To achieve this, we shall:
• Operate all systems to a common security model, patching and securing systems
• Take a risk-led approach, only operating systems outside of the security baseline with appropriate risk-analysis and specific agreement
• Gathering intelligence and modelling threats to build sustainable processes for InfoSec risk mitigation, vulnerability analysis, penetration testing and reporting
• Utilise best-practice, and practice what we preach, partnering with the School of Business and Computing, as well as external bodies
A5. To support students and the continuity of business, the University’s IT needs to be resilient to disruption. To achieve this, we shall:
• Regularly review and test our response to IT and Business Continuity incidents
• Utilise skilled staff effectively, minimise single points of knowledge, and prioritise critical systems and infrastructure
• Continuously seek to identify and reduce vulnerabilities within existing architectures
• Use a tiered approach (see Appendix B) to prioritise our obsolescence and network resilience enhancements maintaining Tier 0 resilience and seeking to minimise Tier 1 resilience risks
A6. To remain responsive to student and academic demand, the changing IT industry and HE sector, we must be agile. To achieve this, we shall:
• Use Agile methodologies in the development of our core systems, and work with the professional departments to maximise the benefit of iterative and incremental deliveries
• Apply appropriate process, whilst seeking to minimise bureaucracy
• Maintain a balance between support, development & innovation in order to maintain a stable, yet progressive set of services and systems
• Leverage our relationship with Jisc to get pioneering capability into the University
• Anticipate peak demand, and be ready to respond to major incidents at any time
A7. Maintaining an efficient and effective set of integrated systems is key to this strategy. To achieve this, we shall:
• Prioritise and centrally manage a core set of solutions that integrate with other University systems, rather than developing standalone systems that accommodate local needs.
• Continue to take a best-of-breed approach to system selection decisions, that balances cost, support and risk.
• Operate a centralised IT model, ensuring all systems and technical decisions are taken in consultation with the LTI Service
• Work in partnership with the schools and departments, ensuring we clarify the roles and responsibilities between the user community and the senior system developers for the product backlogs
• Contribute to the Data Improvement Project, implementing technical solutions that support a “right first time” approach to gathering, managing, and using data
A8. With a fixed budget, it is important that the services we offer and projects we undertake are maintainable. To achieve this, we shall:
• Automate whenever possible • Promote our self-service solutions
• Drive for standardisation, to reduce support costs and improve operational effectiveness
• Target reductions in the revenue support baseline
A9. Along with the Estates Department nd the other professional departments, we are key enablers and must remain service-oriented and not self-serving. To achieve this, we shall:
• Continuously assess and improve our services, looking from the customer’s perspective
• Anticipate, recognise and seek to meet others’ IT needs
• Use industry best-practice (ITIL)
• Use metrics and KPIs to predict and course-correct
• Enable self-service
2 Cloud Enabled
A10. Wide spread adoption of cloud has led many vendors to shift focus from on-premise solutions to cloud delivery models, giving rise to a question: which is best for the University?
A11. Essentially, the fundamental difference between cloud vs on-premise systems is where they reside. On-premise systems are installed locally, requiring local support and hardware infrastructure, where cloud software is hosted on the vendor’s server and usually accessed via a web browser.
A12. As with all architectural decisions, there are advantages and disadvantages to both, as demonstrated in Table 1. There is no right or wrong answer to the cloud vs on-premise system debate. Every system is different, and has different requirements that will influence the choice of the deployment strategy.
Potential Advantages | Potential Disadvantages | |
Cloud based | • Anywhere and anytime access • Affordable & predictable costs • Scalability • Lower energy costs | • Connectivity • Long-term costs / TCO • Less customisable |
• Total cost of ownership • Complete control • Uptime | • Large capital expenditure • Responsibility for maintenance • Longer implementation times |
A13. As a University, we intend to leverage the benefits from cloud based solutions as our default position. When we review product roadmaps and integrate new products, we’ll use cloud-based deployments where it makes good business sense to do so, testing:
• Capital vs revenue expenditure
• Business Continuity, where we don’t want to increase risk
• The system’s upgrade cycle, aligning functionality, compatibility and integration
A14. Whilst infrastructure-as-a-service is a valid paradigm for many organisations, due to our scale, the number of users, and our connectivity this is not a valid model for the University; therefore, we are following a software-as-a-service model on a case-by-case basis.
3 Systems
A15. The majority of the University’s core systems and services are managed and provided by the LTI Service, and in addition franchising is enabled where appropriate. Individual schools and professional departments may operate IT if it’s done in agreement with the LTI Service and in line with the principles and approaches set out in this strategy.
A16. The LTI Service manages the core set of IT Infrastructure and Systems for the University. This includes a variety of tasks:
• First-line, through to deep support
• Managing IT incidents and problems
• Planning and implementing maintenance and outages
• Implementing new functionality through system development and upgrades
• Leading and supporting projects
• Working with suppliers to manage contracts, and enhance value for money
A17. The University’s core systems underpin University life and are used by virtually every student and staff member each day. Those centrally managed by the LTI Service can be grouped as per Figure 1.
A18. To continue to deliver maximum benefit, without significantly increasing the required resources, requires balancing effort and a clear direction of travel and emphasis for each group of systems. This is set out in Table 1.
A19. A more detailed look at some of the key systems, the approaches to architecture, procurement and investment, as well as highlighting milestones for significant deliveries or decisions, and links to strategic projects within each system group is presented in Appendix A to this Annex.
System Group | Direction |
Teaching, Learning & Research | Grow our capacity to develop capability that underpin teaching and learning and put our VLE at the centre of the student learning experience |
Business Admin Systems | Reduce the effort required to develop and maintain systems, by using off the shelf capability and managed services. |
Student Admin Systems | Continue with off the shelf systems that act as a single source of truth for the student journey, from enquiry, through study and beyond to alumni |
Information & Data Systems | Enhance our in-house developed data warehouse, as the platform for Business Intelligence and to support integration of systems. |
School & Professional Department Specific IT Systems | Franchise where appropriate to do so. Increase provision of common infrastructure platforms |
Common IT Systems | Increase provision of off-campus IT for students. Increase functionality and automation through better use of system management. Continue a rolling programme of workstation refreshment. |
Technical Infrastructure | Increase resilience and lower obsolescence by increasing emphasis on information security practices and continuing to use industry standard technologies. Grow capacity in line with University demand, and use managed services where cost effective |
4 Strategy Delivery Measures
A20. While many of the principles and activities within this IT Strategy will be carried out as part of the LTI Service normal business (such as routine system security activities), or under Programme and Project auspices, the activities highlighted in Table 3 significantly contributes to them. These actions are owned by the Head of Technical Delivery
Principle | Priority Action | Timeline |
Secure and compliant | Review the appropriateness of extended security controls such as two-factor authentication and pattern-recognition tools for threat analysis | By end of 2018 |
Agree with the School of Business and Technology appropriate tests and enhancements to the University’s system security | Through 2019 | |
Resilient | Implement agreed risk reduction of Tier 1 Network Resilience issues | By end of AY20/21 |
Maintain a rolling programme of technology obsolescence and replacement, ensuring that higher-tier vulnerabilities are identified and completed first | Technology Obsolescence Plan, ongoing | |
Develop a programme of Business Continuity testing | By end of AY17/18 | |
Complete full test of automated failover of University systems from Park to Hardwick | By end of AY18/19 | |
Review impact of the potential move of the internet access point provided by Jisc, currently located at Park | By end of 2018 | |
Conduct a full review of Gold System Resilience (e.g. Moodle load balancing) | By the end of 2019 | |
Implement the Technical Roadmaps to address obsolescence issues | Ongoing | |
Increase our maturity in ‘agile methodologies’, that supports rapid and business focused development of system changes, ensuring teams in Registry, Finance and Planning, HR etc are influencing and championing the changes they need | Additional Agile training (by end of 17/18) Agile Working Group (setup by end of 17/18) | |
Develop a set of technical roadmaps covering the core systems | Initial roadmaps by Aug 2018 | |
Setup an Innovation Working Group to progress identified innovations | Set up by, and inaugural meeting by, Aug 2018 | |
As part of the Data Improvement Project, define and document the system architecture | By end of 2019 | |
Introduce an archiving solution to enable cost effective data storage of important but infrequently accessed data (sampled student work for example) | Delivered by the end of AY18/19 | |
Reduce diversity of system platforms (particularly centralising on the Windows platform for servers) | Establish plan by end of AY18/19 | |
With Sustainability, progress and continue to identify IT changes to reduce electricity load, travel and carbon | LTI contribution to the Carbon Management Plan | |
Reduce revenue like-for-like costs by 3% each year | LTI Business Plan KPIs | |
Move away from lots of individual contracts for particularly network links between campuses, to one contract per supplier, to compete for supply of a set of network capabilities, balancing resilience and cost | By end of AY18/19 | |
Reduce duplicity in systems by identifying and progressing options for rationalisation (e.g. CAFM, SCUBA) | By end of 2020 | |
Service Oriented | Delivery of quality customer-focused services. Increase service maturity by focussing on ITIL principles and processes | Delivery of the Service Improvement Plan & increase in engagement scores |
Introduction of the Three Service Operations processes across the department | By end of July 2018 | |
Develop a process to add Requirement Management into Sunrise | By End of August 2018 | |
Introduce and develop Known Error Database | By end of June 2018 | |
Implement management of Change Control within Sunrise | By end of December 2018 | |
Implement a Service Catalogue | Developed by end of October 2018, rolledout and communicated by June 2019 |
KPIs relating to IT Strategy:
(1) Reduction in Tier 1 resilience risks
(2) Maintain Cyber Essential Plus benchmark
(3) Key system service availability measures (internet access, external web-site, Moodle, SITS, and MyGlos)
(4) Core performance measures (workstation boot and logon times; network utilisation)
(5) %age of workstations, servers and network equipment outside of replacement timeline
A21. Delivery of this strategy is constrained by the available capital as part of the joint LTI Service and Estates Department 5 Year Capital Plan, and the LTI Service’s yearly revenue budget allocation. The timescale of the plan may change according to funding availability.
Appendix A to IT Strategy Annex: Systems
The complete list of systems is maintained within the Definitive Systems List, however, the following sections provide an overview of key systems and equipment, as well as strategies concerning their ongoing development.
Business Systems
The key systems are:
• ResourceLink for HR and Payroll
• Agresso for purchasing, sales and general ledger, and the fixed-asset register
• SITS for student records
• Sunrise for HelpDesks
• Azorus
• CareerHub
Each of the systems is managed by the Applications Development and Support (ADS) team within the LTI Service. The team are using Agile methodologies to continuously develop and support these systems in line with the agreed roadmaps.
We shall continue to:
• Review functionality of existing systems, before investing in new, in order to reduce unsustainable skills-need growth and to reduce support costs
• Use a best-of-breed approach to implementing new systems, taking advice from industry and other institutions across the sector
• Build a good relationship with a small number of key suppliers, to capitalise on their growing knowledge of our business
Our ResourceLink system is due to come to the end of life in 2019, and the LTI Service shall lead a project, with HR and Finance and Planning, to look at our options for an HR and payroll system to meet the University’s future needs.
Within the next 5 years we expect our Student Records System to be cloud-based, in line with our own cloud-enabled strategy, and the technical roadmap of Tribal’s Edge platform.
For the core systems, our upgrade policies will continue to balance resources (system development, testing and business input) vs the need to implement new functionality and remain in-step with our supplier’s roadmaps (see Appendix C).
Legislative changes coming into effect in May 2018 (the General Data Protection Regulation) will have an impact on those systems that hold or process “personal data”, potentially requiring changes to the business systems and beyond.
Teaching, Learning & Research Systems
The key systems are:
• Moodle
• Mahara
• Planet eStream
• MyGlos
• OCLC WorldShare
• ePrints
Moodle is the University’s chosen Virtual Learning Environment (VLE). We are investing development effort to ensure that Moodle becomes the digital space that students use to learn. To ensure that, we will find more ways to draw students to Moodle as the only place to find certain resources (e.g. Module Guides, Assessment Briefs, Resource Lists). We will ensure that Moodle draws on existing data held in our systems to populate course, module, and assessment information from a single source of truth.
We are integrating Moodle and SITS as the next evolution of Electronic Marking of Assessment. This will provide marker functionality on-a-par with the best systems on the market, enhance student submission experience, whilst retaining the primary records in our Student Records System. Such developments demonstrate value from system interoperability and are an important contributor to meeting the University’s Information Strategy aspirations.
Through the TEL Programme, seamless integrations with core systems, higher quality user experience and a structure to mirror academic pathways are all planned enhancements.
Our old online media system (Helix) is being replaced by Planet eStream. This, alongside a Resources List Management System due in 18/19, shall deliver a fit for purpose, integrated set of components that plug into Moodle and the Library Resource System, allowing the capture, editing (including screen capture), storage, distribution and curation of the learning resources relevant to a module or course.
Following the significant exploration of internal student communications as part of the Student First Digital initiative, we have invested in MyGlos as the platform for effective student communication. Through integration with other systems, we are able to support CMSR in targeting communications to specific segments of the student population (e.g. by school, or level of study). This offers significant opportunities for personalised communications.
OCLC WorldShare went live as the Library Management and Resource Discovery System in July 2017. This was procured via a government framework and is subject to a two year contract. The system manages the key procurement, licence management and circulation processes for the library. Crucially it also provides the customer facing search for all our learning resources and full-text access to online journals/eBooks.
The University’s Research Repository stores all research outputs in full-text and open access. It performs two vital functions for the institution; 1) as a public window into the high-quality work produced by our academics and 2) as the key enabling tool for the REF 2021 submission. The repository is built using open source software, hosted and managed under the ePrints name. REF reporting tools are being developed in collaboration with Jisc.
Information and Data Systems
The key systems are:
• Data Warehouse
• Single SignOn
• Active Directory
To support the analysis, reporting and use of our data, and the integration of systems, we shall continue to develop and support a Data Warehouse. As our maturity in business intelligence increases the Data Warehouse shall be developed to provide historical data.
The Learning Analytics work with Jisc is in the early pilot stages with three schools (Business, Education, and Social-Work & Nursing). The project shall continue to provide a rich source of data (library resources and attendance data) to academics, and shall explore the extent to which predictive analytics provides value.
To mitigate the ever-increasing cyber security threats, and to bring our practices in line with government advice, we’ll be improving our logical access technologies. We shall migrate away from the Unified Access Gateway and coalesce with Single Sign-On. In line with government and sector guidance, we’ll support staff and students in cyber awareness, and
have a set of policies that reflect a proportionate response to the threats present.
There shall be enhancements to the current ‘Personal Tutor Portal’ so that all tutors have excellent information and data about the students on their modules, all in one place. The portal will become the “dashboard” for the learning analytics data harvested as part of the Jisc collaborative project.
Common IT Systems
Key systems are:
• Over 2,500 workstations and mobile devices for students and staff
• Microsoft Office 356 for office suite and e-mail
• Audio Visual equipment
• External and Internal Websites
The LTI Service has worked hard to consolidate the University onto a smaller set of supportable platforms (Windows & Mac), and to centrally package and deploy applications using leading industry technologies (Jamf Suite for Mac, and SCCM for Windows). As these technologies continue to develop, the LTI Service will maintain knowledge and our access to
best-practice by ensuring regular independent health-checks.
Where the opportunities make sense from a cost, sustainability (support), security and usability perspective, cloud and managed service solutions will form the core of our application offerings, such as Office 365 and Adobe’s Creative Cloud. In line with this, in 2018 the LTI Service shall migrate to using Exchange Online Protection as our hosted e-mail security service, providing enterprise-class reliability and protection against spam and
malware.
The TEL Programme will drive enhancements to the student and staff desktop experience,
providing enhancements that will include:
Appendix B to IT Strategy Annex: Tiered Resilience
Tier | Resilience Description |
Tier 0 | Network vulnerability that can impact the operation of the whole University with a target is to maintain operation without Tier 0 risks |
Tier 1 | Vulnerability that can impact a whole teaching campus (which includes Pittville) or the continued operation of a Category Gold business system – target is to reduce risks to the minimum |
Tier 2 | Vulnerability that can impact a group of buildings (which includes Delta) or the continued operation of a Category Silver business system – target is to take sensible risk mitigation but to accept Tier 2 resilience risks will remain |
Tier 3 | Vulnerability that can impact an individual teaching space or small group of staff or the continued operation of a Category Bronze business system – target is to have reasonable contingency measures in place for this level of risk. |
System Category | Primary Datacentre Location | Fall-back Datacentre Location (if required to be moved during a BC event) | System Duplication |
Gold | Park Campus (additional resilience from Park’s UPS) | Not required | Hardwick |
Silver | Hardwick | Hardwick (if capacity) | None |
Bronze | Hardwick | None, system taken offline | None |
The Gold, Silver and Bronze categories will be reviewed once the additional storage has been commissioned at Park and Hardwick.
Appendix C to IT Strategy Annex: Core Business Systems Upgrade Policies
System | Upgrade Policy |
SITS | Upgrade once per year, increasing two versions. SITS Software updates bi-monthly. Server patching monthly. |
Agresso | Milestone releases annually. Software updates quarterly. F&P and ADS agree whether to update the system. Currently no regular schedule in place. Report Engine (Excelerator) Upgrade schedule differs. Server patching monthly |
ResourceLink | Three or four major upgrades a year. One or two of these can be compulsory for legislative or functionality reasons. Patch upgrades approximately one every 2 months. Server patching monthly. |
Moodle | Security updates as required, with point updates at major university breaks and annual upgrade to latest stable version annually. Server patching monthly. |
Mahara | Annually major upgrade, usually to the summer stable release in line with Moodle upgrade. Timescales determined by referral work, exam boards and ongoing portfolio creation by users. Server patching monthly |