INDEX Chapter 1:
Introduction to Study Problem Statement Objective of the Study Scope and Limitation of the study Methodology
Chapter 2:
Review of literature
Chapter 3:
Hypothesis
Chapter 4:
Research methodology
Chapter 5:
Data analysis
Chapter 6:
Findings Suggestions Conclusion Recommendations Annexure
CHAPTER-1
INTRODUCTION
1. Introduction about ERP
ERP stands for Enterprise Resource Planning . Enterprise Resource Planning could be described as a number of tools that are used to integrated the various processes of a company or organization. Almost all ERP solutions will utilized interconnected databases, and it has become one of the most popular information systems available on the market today. There are a large number of potential uses for this technology. Enterprise Resource Planning is comprised of a number of activities that support module program software. This software is responsible in assisting education industries in the process of managing a number of different operations within their organization. An example of some of these operations would be easy maintenance of academics for a long term safely. Companies that specialize in selling ERP systems are trying to combine more modules in their merchandise so that they can help their clients better integrate their processes. ERP is much more powerful tool. It is a number of processes that are connected to numerous modules. It can allow a education industry to become better organized. The reason for this is because ERP promotes integration rather than compartmentalization. The type of database that is commonly used with these systems is the relational database. Overall, ERP could be described as being a single form of data. The users will gain access to the database in order to gain important information that is related to school/college student information like marks, attendance etc. A number of people have described ERP as being the new generation of MRP. However, the capabilities of this technology extend beyond anything that was ever conceived with MRP. MRP, also known as Materials Resource Planning, is a technology that allows users to schedule processes to occur at a specific time in one location. Enterprise Resource Planning, on the other hand, is a technology that can be implemented on an international scale. While MRP is limited in how it can be used, ERP is not. Unlike MRP, ERP can work seamlessly with either the Internet or a organization Intranet. Most ERP systems will use a server that is based on Unix, Windows. It is also possible for users to install ERP on a mainframe system.
ERP in Education Sector
Indian education system has witnessed massive growth in terms of numbers as well as a multitude of changes in the past few decades. Not only the quantum of intake in the group of colleges has increased significantly but the associated policies, procedures related to admission, teaching, examination, interaction with students also has grown many times. IT tools are promising a panacea in order to effectively manage such a scenario. One such Information Technology tool that is gaining wider acceptance is Enterprise Resource Planning (ERP). For universities, ERP is an information technology solution that integrates and automates recruitment, admissions, financial aid, student records, and most academic and administrative services. ERP can be used for both administrative and academic purposes by universities. Administrative functions include: human resources, accounting, payroll, and billing. Academic functions include: recruitment, admissions, registration, and all aspects of student records. Over the previous decades many institute have made significant investment in ERP while in most cases implementation is pretty successful, a considerable number of them have failed to achieve the expected objectives. The present study takes an in depth examination of the various facets associated with implementation of ERP in education sector.
Benefits:
Implementing ERP ensures that the business operations are in alignment with the set budgets and strategies. Advance planning and forecasting eliminates last minute crunch of resources.
No two activities performed in the system are for the same business activity, thus saving time, effort and costs. Proactive follow-up of customer / prospect ensures that business is not lost due to time delay or negligence.
Streamlined activities and workforce augment organizational goals and business targets and gives a strong financial control. Improvement in operational efficiency assures high productivity.
Standardization of processes reduces operational errors, thus reduce costs and risks. Robust framework and a diligent IT support team assures that the system remains in function and does not fail due to negligence
Problem Statement
2. The Problem Statement
Fragmented Processes and Data Storage Different institutional units use distinct systems to record their data. The dissonance in the data tracking and storing methods of these systems forbids the company from portraying actual data. Bad data to the management prompts bad business decisions for the company. Every unit had a different way of doing things which gives rise to multiple processes in the organization. Separate processes generate disparate data which downgrades the efficacy of the institution to come up with best practices for higher productivity.
Budget Tracking Every enterprise has a budget plan structured at the beginning of every project. But seldom are these budgets followed. Non-structured processes do not give a clear picture of how many resources are deployed for what purposes. There is no system to track the actual expenses against the budgeted resources.
Revenue Leakage Each system will need to be maintained, and will require separate functional and technical administrators. Training of new staff and system upgrades are an added expense. Lack of integration between MIS sores the ability of the company to provide timely and accurate information to its internal and external users thus increasing the turn-around times and incurring heavy expenses. Improper inventory management leads to superfluous resources which increases the cost to institution.
Team Monitoring & Building Lack of planning would lead to unjust distribution of the resources and budgets. For the job to function smoothly, it is required that a team of people with the right talent is built within the allocated budget. The team performance, if not monitored periodically, would lead to incomplete and/or unsatisfactory development.
Project Tracking Different units work simultaneously on different parts of one project. If the information and detail about every completed and in process phase is not monitored at one location, it is difficult to find at which stage of completion does a project actually lie. Also, non-streamlined processes and non-directional flow of information may create unnecessary time delays in execution of action plans. Redundant actions may occur for an otherwise single process.
High Operational Costs Different systems may require distinct operating system, application support and database. The company‟s IT will have a larger burden in keeping the
systems functioning. New requirements may mean newer systems, which will cost money at all levels, including infrastructure, application and coding.
Profitability Monitoring Each business unit will have their own account of their contribution to the revenue of the institution. The overall performance of the institution may therefore have different versions owing to the different statistics given by each business unit. Accurate forecasting of future action plans would not be possible with such disparity. Customer(parent/student) Management Non-availability of a proper customer tracking system leads to customer needs being unheard or neglected. Lack of dedicated resources with decision making powers to resolve customer issues quickly are also not always available. And one unhappy customer would mean losing ten potential customers.
OBJECTIVES OF THE STUDY
3. Objectives
To identify the level of performance of ERP in educational institutes of Guntur and Krishna district region of Andhrapradesh. To investigate the various issues that affect successful implementation of ERP in educational institutes.
To expand and promote the ERP product and its services in schools, colleges etc.
To analyze the competitors of ERP product with the product of digital campus.
To know the strengths and weaknesses of the product which is provided by the company and competitors.
SCOPE OF THE STUDY
4. Scope of the study
Enterprise Resource Planning (ERP) is a planning philosophy enabled with software that attempts to integrate all the business processes of different departments and functions across an organization onto a single computer system that can serve particular needs of the different departments. Typically, before ERP implementation, each department has its own computer system optimized for the requirement that a department needs. Each department will maintain separate databases and design applications as per their functionalities. These will result in local optima and overall very poor results across all the departments or within the institution. ERP combines all the educational requirements of the institution together into a single, integrated software program that runs off a single database so that the various departments can more easily share information and communicate with each other. Conceptually ERP replaces the old standalone computer system in finance, HR, manufacturing, etc., with a single software program that facilitates various functional modules. Thus everybody will get their own advantages of software, along with the added feature of availability of information across other departments to improve decision quality. With the advent of Web-based ERP solution working environment started witnessing a tremendous change. Web-based simplified back-office process automation for mid-sized and growing business. It provided real-time information about finance, order management, purchase, inventory, employee management, ecommerce and much more. With web-based ERP solution, you can accelerate business cycles, improve productivity and reliability, and provide higher levels of service to customers, suppliers and partners. Needless to say ere source ERP is the most reliable enterprise resource planning application available today, providing organizations with the strategic insight, ability to differentiate, increased productivity and flexibility.
Technical details:-
This ERP works on the portal , which is specially designed and made in order use by the schools, colleges, universities, Government institutes, distance education etc. The ERP modules which is designed by the Digital Campus is user friendly portal, which is mainly.
Educational portal for Students, Educational portal for parents. Educational portal for principal. Services which are designed for the benefit of the organization. End to end solutions for the Institutes.
Innovativeness and usefulness:-
Digital campus has designed a product in a very efficient and innovative way, in which it is used very efficiently, by the organization. The motto in which the portal is designed is make the Organization.
Stress free and low risk. Organization can save 80% of the administrations time. Organization has 360 degrees and 365 days access. Organization services include Starting of new schools. Organization of existing schools. Financial services. Operations Management. Strategic planning solutions. Co-branding with digital campus. E-procurement. Teacher‟s recruitment & Training. Business process Management (BPR) for education.
LIMITATIONS OF THE STUDY
5. Limitations While advantages usually outweigh disadvantages for most organizations implementing an ERP system, here are some of the most common obstacles experienced:
The scope of customization is limited in several circumstances. The present business processes have to be retaught to make them synchronize with the ERP. ERP systems can be extremely expensive to implement. There could be lack of continuous technical support. ERP systems may be too rigid for specific organizations that are either new or want to move in a new direction in the near future.
COMPANY PROFILE
Company profile as a Company had a humble beginning couple of years ago today is poised for a quantum leap in the turnover and market share in the year's ahead. The promoters of the Company having decades of experience in the respective area of technology, marketing and operation bring together the perfect blend of expertise in building a world class product & brand. Digital Campus Services
Digital Campus core team having over a decade of experience & expertise in the field of Information Technology and Education Management formalized the idea of Digital Campus. A combination of expertise on IT and Education Management was the genesis of design and development of the integrated and intelligent ERP & PRM product for the educational institution. The concept of Digital Campus is to literally convert educational campus into knowledge campus thereby empowering institutions in better management and delivery of education programmes through cost-effective IT solutions. Â The brand "Digital Campus" comprises of Innovative Information Technology Products & Solutions i.e. ERP, PRM, E-Portal, E-Learning to E-Commerce. Digital Campus is an interactive & comprehensive knowledge based platform for all the stakeholders ( students, teachers, parents, management and government ) of the education ecosystem, and it has encompassed best of the technology and has become the most trusted partner in the progress with the education stakeholders, used by large number of different stakeholders of education ecosystem. The Company over the last couple of years has been focused in the product development, and only in the last one year introduced few of its product & services under the brand Digital Campus based on the latest technology of "Cloud computing". Our aspiration is to reach out to over million students, teachers & parents through our products & services, as well as to be the most sought after education companies worldwide. Today, it has embarked on an aggressive business plan. In the short span of less than a year the Company has been able to exceed the expectations and offer the best services to top of the educational institutions in India.
Overview: Digital Campus Services ,
is an integrated education solutions and services provider, is poised to become the most innovative education company in India. It reaches out to large number of schools, colleges, universities, students, teachers, principals to academic experts across the world. The Company's corporate office in Hyderabad and branch offices across India. In addition, the Company operates through its various associates and partners spread across the globe. It is one of the pioneers in Cloud Computing product for education sector. For many years, it has been at the forefront of various path breaking initiatives in the education ecosystem. Our aspiration is to reach out to cover million students, teachers & parents through our products & services, as well as to be the most sought after education companies worldwide.
Digital Campus ERP:
comprises of 20 modules from admission to account management in the education institution which gives over 100 analytical reports to management, principal, teacher to administrator for most effective management of institution. Digital Campus ERP
Digital Campus ERP for School
efficiently and effectively simplifies the most complex processes in educational management. It's integrated and intelligent modules smoothly and smartly addresses the complete spectrum of administration to academic management in the institution. It is the complete solution for the School Management. Digital Campus Solution
Modules
Enquiry Management Admission Management Administration Management Attendance Time Table Examination Course Module Faculty Module Payment Module Library Management Inventory Management Facilities Management Transport Management Hostel Management Canteen Management Medical Module Placement Management Communication Management Events Management Parent's Management Employee Management Account Management Report Management
Digital Campus ERP for College:
efficiently and effectively simplifies the most complex processes in educational management. It's integrated and intelligent modules smoothly and smartly addresses the complete spectrum of administration to academic management in the institution. It is the complete solution for the College Management. Digital Campus Solution
Modules
Enquiry Management Admission Management Administration Management Attendance Time Table Examination Course Module Faculty Module Payment Module Library Management Inventory Management Facilities Management Transport Management Hostel Management Canteen Management Medical Module Placement Management Communication Management Events Management Parent's Management Employee Management Account Management Report Management
Digital Campus Principal Dashboard:
Digital Campus Dean Dashboard:
Digital Campus CRM:
Customer Relationship Management (CRM) is an information term for methodologies, software, and usually web capabilities that help an institution manage customer relationships in an organized way. For instance, an institution might build a database about its customers that described relationships in sufficient detail so that management, sales team, marketing team people providing service, and perhaps the customer directly could access information, match customer needs with plans and offerings, remind customers of various requirements, and so forth. It consists of:
Helping an institution to enable its marketing departments to identify and target their best customers, manage marketing campaigns and generate quality leads for the sales team. Assisting the institution to improve telesales, account, and sales management by optimizing information shared by multiple employees, and streamlining existing processes. Allowing the formation of individualized relationships with customers, with the aim of improving customer satisfaction and maximizing profits; identifying the most profitable customers and providing them the highest level of service. Providing employees with the information and processes necessary to know their customers understand and identify customer needs and effectively build relationships between the company, its customer base, and distribution partners.
Institution needs CRM application to help them manage their customer relationships; the technology is offered on-demand through Software as a Service. Digital Campus CRM enables Enquiry & Admission Management, Sales Force Automation, Customer Support & Services, and Marketing Automation through various key modules;
Enquiry & Admission Management customized for educational institutes to manage their day to day enquiries, admissions to re-admissions and operational activities. Manage all leads enquiry, Export/ Import of data in multiple file formats as per requirement, SMS based information system, year on year performance of schools & regular follow up enquiries. Modules
Enquiry Management Admission Management
Sales Force Automation is an important function that streamlines and enhances the operations of the sales team. SFA includes the key activities needed by your sales team including Lead Management, Opportunity Management, Account & Contact Management, Sales Pipeline Management, Sales Forecasting and Sales Analytics. Modules
Lead Management Opportunity Management Account Management Contact Management Calendar and Activity Management
This provides Campaign Management, E-mail Marketing, Online Lead Forms, and Product Management specifically useful for your organization-wide marketing requirements. One can also use other marketing-related modules, such as Calendaring, Contact Management & File Attachments. Modules
Campaign Management E-mail Marketing Lead Management
This provides institution quality Customer Support & Service features such as Knowledge Management, Self Service Portal, Reports, and Support Statistics specifically useful for the institution's customer support force. One can also use other customer support-related modules, such as Products, Activity Management, Calendar and Contact Management. Modules
Knowledge Base Self Service Portal
Digital Campus PRM:
Digital Campus PRM comprises of 25 unique features that enables the parent to have complete information about the child’s performance to all communication online with
the institution.
Digital Campus Dashboard consists of various features with following facilities:
Inbox section helps you to establish a two way communication with the school wherein you keep a complete track of communication with school. In Student Gallery, you can view the images of events and happenings of your child's participation & accolades in various fields. The Parent Notepad is provided to enable you to record & track important tasks and activities that you have in your mind to carry out with the school. School Updates provides you a periodical snapshot of various happenings and events of the school. In essence, Digital Campus Dashboard enables you to effectively engage with school for all form of information and communication related to your ward's world at school.
Digital Campus Parent Dashboard:
Digital Campus Parent and Student Login Page:
Digital Campus other features:
Digital Campus provides the extra feature at the time of non availability of the computers that the mobile application can be installed in the phone and tablet-pc. The mobile application effectively supports with the iphone and ipad. Through this facility users can directly access the digital campus within their finger tips with no time boundaries and no geographical boundaries.
Digital Campus 24*7 customer support:
Digital campus provides 24*7 customer support to rectify the customer problems through telephonic communication and to guide the customer to get effective knowledge of using Digital Campus ERP. If not customer can mail the queries to Digital Campus through a mail..i.e.
[email protected].
Vision-Mission-Value Vision
To enable, enrich and expand the potential of Education Ecosystem. Mission To create intelligent solutions through process transformation and innovative technology to bring a paradigm shift in the education ecosystem management. Value C-Caring A-Appreciating R-Respecting E-Engaging
F-Fairness A-Accountability I-Integrity R - Reliable Technology Integration Biometric A Biometric attendance allows the institution to have an instant access to the information. Digital Campus solution enables an easy and quick integration with the technology. Thereby eliminates the entire manual entries for students, teachers and staff members. It saves significant amount of time and still records all the details very accurately. Smart Cards A Smart Card enables safety of information that is stored in the cards. The smart card technology secures transaction security. Each card has a unique serial number of its own and is capable of performing encryption, thus reassuring secure transactions. Digital Campus solution helps in tracking movement of students in and out of campus coordinates to library movements. A considerable benefit of smart cards is that it can, not only store data, but also process the information. With the smart card readers, one can communicate with other computing devices.
Bar Codes & RFID Bar Codes have become an integral feature of the Library Management System. This not only helps in tracking the movement of books but also helps in analyzing the reading pattern of students. The RFID (Radio-Frequency Identification) device serves the same purpose as a bar code or a magnetic strip on the back of a credit card or ATM card; it provides a unique identifier for that object. And, just as a bar code or magnetic strip must be scanned to get the information, the RFID device must be scanned to retrieve the identifying information. GIS & GPS Integrating Digital Campus solution with GIS and GPS services generates remarkable benefits to the institution management. Understanding the efficiency of the transportation route management and arriving at best alternatives. This shall save lot of time and money for the management. In addition it enables locating multiple campuses and better of planning campus expansion. Payment Gateway Payment Gateway enables improving the operational and transaction efficiency of the processes of the educational ecosystem. Digital Campus integrates online payment of fees. This helps parents by saving time and cost of travelling to school for payment. The institution management gains significantly by having a regular and on time payment of fees. Digital Campus Apps Digital Campus Apps offer reliable, secure web-based tools for all kinds of institutions. It also provides integration with Google calendar, Google docs, mails and SMS etc. This potent, intuitive application has helped reduce the educational institute‟s IT costs and has helped employees collaborate more effectively.
Technology Driven
During its short history, Digital Campus has expanded its offerings and capitalized on evolving management trends and latest technologies to benefit its clients. The company pioneered systems integration and business integration; led the deployment of business process management, strategic solution deployment and performance management system; and has established itself as a pioneer in today's global marketplace. At the same time, advances in technology such as Cloud Computing (CC), ServiceOriented Architecture (SOA) and Software-as-a-Service (SaaS) are creating more flexible, configured application environments that can deliver tremendous value if used properly. Digital Campus applications are built on these advanced technologies. To address these challenges, companies in all industries are focusing more attention and resources on business process management.
What is Cloud Computing?
Cloud computing is a technology that uses the internet and central remote servers to maintain data and applications. Cloud computing allows consumers and and access their personal files at any computer with internet access. This technology allows for much more efficient computing by centralizing storage, memory, processing and bandwidth. Digital Campus helps organizations deal with change successfully while developing and operating scalable, efficient and agile business processes to create both immediate and long-term competitive advantage. While many companies provide assistance with specific elements of business process management, Digital Campus unique combination of skills, approaches, tools and techniques generate value quickly, deliver measurable results, and create durable business solutions. The future belongs to the organization that effectively deals with the creative knowledge in the people, latent knowledge in the processes and evolving knowledge in the new practices. We as an organization are envisioning making a quantum difference in this domain of offering effective solutions through technology innovations.
AdvantEDGE of Digital Campus
It is just not an information management, resource optimization, communication management or operational efficiency application. The ability to plan and deliver a great learning experience to the students is extremely essential. In fact it entails the entirety in a campus becoming all encompassing. This beauty of Digital Campus is to create an enriched, exciting and significantly enhanced learning and teaching environment in the campus whereby all stakeholders connect, communicate and collaborate for a holistic development of a student. The Digital Campus Dashboard provides insightful analytical and intelligent reports transforming the fundamental thinking and actioning in the campus i.e. School, College to Universities towards a complete knowledge campus.
Benefits to the Administration
Eliminates hurdles in the process of getting information out of huge data Improves system's proactive response to the requirement of all users Integrated solution to manage academic & administrative processes Saves time spent in manually filing, retrieving & compiling records
Benefits to Students
Assists in understanding performance in any subject at any time Better access to books in library and other references materials Information flow regarding school calendar & homework Improved communication with teachers & alumni
Benefits to Teachers
Improves teaching effectiveness through information about student More focus on teaching and less on administrative functions Assists students by tracking history of performance of a student Improved quality of interaction between Parents and Teachers
Benefits to Parents
Monitors the performance of one's ward from anywhere & anytime Access to grades, attendance, fee status to examination schedule Improved quality of interaction between parents and teachers Measures like SMS to E-mail that keeps parents updated
Benefits to Management
Instant access to the Information required for decision making Dynamic generation of reports with alerts provides better control Direct access to every piece of Information just on a click View all periodical reports be it daily, weekly, monthly or yearly
Management Services
specialise in planning and setting up educational institutions of international standards. These include International Schools, schools pursuing curricula of Indian Boards, Colleges, and Business Schools to Vocational Training Institutes. We have a proven track record in setting up educational institutions of international standards. Digital Campus Infra Services
Setting up a school is not just about constructing physical infrastructure in the form of building classrooms and setting up libraries and laboratories. It does involve obtaining permissions and licenses from concerned authorities at various stages. It also involves a lot of legal processes from the very beginning. While forming a society, trust, or company, one has to have a Memorandum of Association, a document needed almost at every stage later. Like for any other business, a detailed project report for the school is also needed. In addition, details of land and building, auditor’s statement, bank statements of the governing entity and their members and auditor's statements are needed at some point or the other.
We provide all services under one roof. We draw upon the expertise of our Associates and Partners, who are experienced and have a sound knowledge of their respective specializations in the field of education, and can therefore ensure best practices and ideas in developing a high-quality learning environment. Our aim is always the same: to provide service of international standards to our clients to ensure that their requirements are met in a cost-effective and timely manner. Our range of services include detailed project reports, feasibility reports, international collaborations, due diligence reports for acquisition of schools, upgrading of existing schools and a host of other activities. We also undertake a monitoring role, starting with working alongside the architect to ensure that the final design meets the curricular and
organizational needs of the institution, right up to advising on equipment, including infrastructural requirements for information technology, laboratory design, computer canters, multipurpose halls etc. We assist our clients in selection and recruitment of teaching faculty and non-teaching administrative team.
Process Consulting: Digital Campus Consulting ,
we as an organization have a unique advantage to bring to the table the-best-of two worlds for offering the Best Practices in managing any Organization. We as an organization have twin expertise and experience in process reengineering and IT enablement for large number of different institutions. We have been engaging with various schools, colleges and companies in offering this strategic intervention for transformation and turnaround performance.
We conduct comprehensive process mapping of the existing processes of the institution and redesign the processes for obtaining optimized performance. In this we do an extensive interaction and structured data collection through focus group deliberations with faculties, head of departments and management. We adopt various well-established management tools and techniques to analyze the problems and challenges to discover the gaps and craft the solutions to bridge the gaps. We closely work with the institution handholding and facilitating the team in understanding, internalizing and institutionalization of the best practices through IT enablement for achieving excellence in education delivery management.
Portal Services: Digital Campus Portal (www.digitalcampus.in )
is India's No.1 Interactive & Comprehensive Education Knowledge Portal for all the stakeholders (students, teachers, parents, management, industry and government) of the education ecosystem, and it has encompassed best of the technology and has become the most trusted partner in the progress with the education stakeholders, used by large number of different stakeholders of education ecosystem: Since its inception it has adopted a unique collaborative online community approach to create smart and innovative products to make the stakeholders of education ecosystem easier exciting. We have also built trend-setting services for various stakeholders that combine technology and community to empower the career community. To name few top advertisers in Digital Campus are as follows who are reaping superior dividends through their visibility & vibrancy in Digital Campus.
International University of Monaco EM Strasbourg Business School Ivy League Academy Oakridge International Glendale Academy Scottish High International NASR School Vizag. International School Trio World School Himalaya Publishing House Young India Films
The various mode of advertising in Digital Campus are as follows;
Featured Campus Sponsored Page Banner Space
CHAPTER II
REVIEW OF LITERATURE
6. Review of literature Many researchers have attempted to examine the implementation of ERP in the domain of Education sector and have identified critical success/l failure factors that affect implementation of ERP in an educational institution. Based of these ERP related researches we study the literature and have evaluated these factors by using expert opinions. Huang et al (2004) used Delphi method to identify potential risk factors, and constructed and AHP-based framework to analyze and also prioritize the ERP projects risk factors. Al-Mashari (2002) proposed taxonomy of ERP research and identified critical success and failure factors which are addressed as one of the main aspects of ERP researches. Wagner & Newell (2006) described ERP as establishing a powerful business system, infrastructure for organizations providing “a depth of information horizontally across the value chain”. The importance of ERP systems to an organization‟s competitiveness and
the magnitude of ERP expenditures related to the firm resources imply that executers who implement these systems and academics studying ERP need to recognize which factors are likely to improve the chances of successful implementation. Ngai et al (2008) found that ERP system has been proved to be able to provide significant improvement in efficiency, productivity and service quality, and to lead a reduction in service costs as well as to make decisions more effective. King, Kvavik, & Voloudakis, (2002) reported that the top reasons universities adopt ERP solutions are to replace legacy systems, improve customer service, transform enterprise processes, correct year 2000 problems, modernize computer systems, improve administration, maintain competitiveness, increase operating efficiency, and adhere to regulatory compliance. A few Universities, have touted their award winning ERP systems, esoteric ERP success factors, or complex ERP management frameworks. However, other universities have simply stated the benefits of their ERP systems in rather convincing terms ( Savarese, 2003). These universities claim that they simply cannot revert to the old way of doing business or use of legacy systems. Yet, other sources firmly deny the return on investment of ERP systems or claim benefits are short lived ( Menezes, 1999; Pendrous, 2003). Kvavik, Katz, Beecher, Caruso, King, Voludakis, & Williams , (2002)
observed that ERP solutions offer improved services for faculty, staff, and students; administrative, academic, and student data are standardized; university data is globally accessible over the Internet; and the new systems involve less cost and risk than legacy systems. Georgetown University spent nearly $60 million on a campus wide ERP initiative (Blitzbau & Hanson,2001 ). Their award winning alumni system now serves over 30,000
students. Louisiana State University implemented an award winning ERP system 1996, which now serves over 45,000 students (Ethridge, Hadden,& Smith, 2000). Course listings, libraries, human resources, e-mail, campus information, public relations, registration, admissions, and other campus functions were successfully implemented. The University of Nebraska-Lincoln successfully implemented an ERP system for recruiting and admissions for it‟s more than 22,000 students (Gaska, 2003). Gaska reports that the University of Houston successfully implemented an ERP system in 1995 to serve 51,000 students using PeopleSoft for recruiting, admissions, registration, student records, and administration. Gaska says Florida Southern College successfully used ERP software from Jenzabar for an online registration for its 2,500 students. Gartner estimates that 80% of universities with more than 1,000 students will implement ERP systems by 2005 (Rivard, 2002). David F. Rico examined
the use of ERP solutions by institutes of higher education with respect to cost, technical, and customer risks of implementing ERP solutions by universities. By some estimates, 7.5 out of 10 or 75% of ERP projects fail. This paper examines three successful cases from small, medium, and large Universities, and numerous problematic ERP implementations and lays a foundation for a general management framework for implementing ERP solutions in institutes of higher education. The Meta Group reports that as many as 70% or 7 out of 10 ERP projects end in failure, which is two and half times the industry average (Lewis, 2001). A Computer Associates survey of 886 managers reports 44% of ERP projects lose $1 million per year, 35% lose $5 million per year, and 21% lose $11 million per year (Dryden,1998). A Deloitte and Touche survey of 164 professionals found that 62% of ERP failures were due to people obstacles, 16% due to business process issues, and 12% due to technology (Krasner, 2000). Unisource experienced a $168 million loss, FoxMeyer Drug and Dow Chemical each experienced $500 million losses, Dell Computer experienced a $115 million loss, and Nestle struggled with a $280 million ERP project, along with Boeing, Apple Computer, and Allied Waste (Bingi, Sharma, & Godla, 1999). Other causes of ERP failures include inexperienced analysts, long work weeks, poor communication, and lack of employee involvement, incentives, and management support (Barker & Frolick, 2003). Aloini et al (2007)
collected and analyzed a number of key risk factors and their impact on ERP project success. He classified each risk factor and its relevance during the stages of the ERP project life cycle. Doyle(1999-2000) found implementation ERP can be successful only where the implementation process is based on proper understanding of organization – Practices, Objectives & scope etc.
designed a technique which systematically identifies and investigate potential system weakness through identification & prioritization of CFF is Failure Mode and Effect Analysis (FMEA). Ahsens (2008) explained the objective of FMEA is to prevent unacceptable failure and to assist management in a more efficient allocation of resources. Arnoldia (2010) identified some CSF of ERP these factors were prioritized for Lithuania based on the expert‟s opinions. Plant & Willcocks (2007) identified 22 success factors of ERP implementation and they explained that these factors can be different for each country. Full Hoon & Delgado (2006) identified seven sets of CSF of ERP in organization which explained execution and elevation of ERP. Jiang (2005) evaluated 6 success factors in Finnish organizations which lead to the completing of ERP execution projects. Bernroider and Koch (2001) investigated 12 critical factors which affect ERP directly. Laudon & Laudon(1998) also identified some Critical Success Factors, which if ignored then their negativity could lead to failure of ERP systems. Kim et al (2005): found out that inadequate support from functional units project management and change management are the critical factors which large organizations face in the ERP system implementation. Segismundo & Miguel (2008)
CHAPTER-III
HYPOTHESIS
Hypothesis In order to study the above mentioned objectives of the present study the following hypotheses have been framed.
H1: ERP system is perceived to be extremely expensive to implement in educational
institutions.
H2: Lack of continuous technical support is perceived to
be limitation for
implementation of ERP in educational institutions.
H3: Experiences of implementation of ERP is not related with perceived expectation
of efficiency & effectiveness that ERP can deliver.
CHAPTER-IV
RESEARCH METHODOLOGY
The Methodology The methodology which will be used for carrying out the report will be used as follows:Types of Data Source:
The present empirical study is based on primary data collected from the senior functionaries associated with leading educational groups of Guntur and Krishna district Andhra Pradesh through a standardized questionnaire. Data for the present study has been collected from educational institutions and 70 functionaries associated with these institutions through a standardized questionnaire. 67 of these respondents were associated with schools whereas 3 respondents were from engineering colleges offering technical and professional education. The data has been put to thorough statistical analysis through application of tools to statistically test the hypothesis to make pertinent and statistically significant conclusions. Summary statistics was performed in terms of Frequency Distribution tables depicting counts with percentage along with average values (mean) for the section Needs catered to by the ERP implementations, Improvisation by ERP system, Limitation of Scope of ERP, Problems and Challenges in Implementing ERP, grouped into type of institution. Periodicals, technical materials, electronics/internet search, professionals meetings, site visits etc. Research of journals:
ANALYSIS
ANALYSIS
The primary data is gained through questionnaires from 70 respondents made through face to face interview. Few sorted required questions were asked to the respondents through this survey, and the data was taken from them. So, according to those data the following results were found.
Q: Is school having it’s own management team? 80 70 60 50 40
Series1
30 20 10 0 Yes
No
In this section sent percent of the schools answered that they have their own management team in the school. The team contains their own staff members. Members are principal, administrative officer, vice principal, and few schools arranged as per their availability of staff members.
Q: Student strength?
40 35 30 25 20
Series1
15 10 5 0 500-700
700-1000
1000-1500
1500 and above
In this section I have enquired about student strength of the schools and I found slight difference between schools strength. In this 500-700 strength there are 8 schools , 700-1000 there are 35 schools, 1000-1500 there are 23 schools, 1500 and above there are 4 schools.
Q: Annual Average Fee?
40 35 30 25 20
Series1
15 10 5 0 8000-10000
10000-15000
15000-20000
20000-30000
In this section I enquired about the average fee structure of the schools and I observed difference variations in fee structures. The fees in between 8k-10k schools are 34, The fees in between 10k-15k schools are 21, The fees in between 15k-20k schools are 8, The fees in between 20k-30k schools are 7.
Q: Type of School ?
60 50 40 30
Series1
20 10 0 International
CBSE
SSC Day scholar
Residential
In this section I met different stages of schools; those contain International schools, CBSE schools, SSC residential schools and day scholar schools. In this 6 international schools, 8 CBSE Schools, 53 SSC day scholar schools, 3 residential schools.
Q: Number of Branches the school had
70 60 50 40 Series1
30 20 10 0 Only 1
2 to 4
above 4
In this section I have enquired about number of branches the schools had. In this more number of schools that I visited were not having any branches, they are all mono branched schools. Very fewer schools were having branches in different places. Only 3 schools were having above 4 branches, 4 schools were having 2 to 4 branches at different places, it might be in the same city or same state and also in country.
Q: Is the School using any Software?
50 45 40 35 30 25
Series1
20 15 10 5 0 Yes
No
In this section I have enquired about was the school using ERP or not. In this some of the schools were using ERP, and many of the schools were not using any ERP. Those may be offline and online. Only 27 schools were using this kind of ERP. In this ERP market, I have found different companies ERP.I am mentioning of the ERP‟s names which ever I have found in the market.
EZ school Volk soft Smart e-school School24by7
In these ERP‟s most number of schools working with EZ school. This is an offline
ERP and very much cheaper in the cost.
Q: Details of the Software in terms of Name & Modules Ans:
For this question I have collected all the details of software that are using in the schools for maintain different aspects of work. As I mentioned above there are 27 schools were using ERP software. While I am explaining the digital campus ERP, I tried to collect the information of the old ERP that the schools were using at that point of time. As per my knowledge many of the schools were not using effective ERP s. They were satisfied with the few advantages of those ERP which is acquired with few facilities. All the schools were not in a position to maintain all the modules which has given with the ERP. Like for example let us take day scholar schools, they don‟t need the hostel management module,because they don‟t require the hostel
management module which was also provided with the ERP. I have collected the names of the ERP as EZ school, Smart e-school, Volk soft, school24by7.
Q: Are they satisfied with the Software that they are using already?
30 25 20 15
Series1
10 5 0 Yes
No
As per the report I have found only 2 schools were not satisfied with the ERP which they were already using. And 25 schools were satisfied with their ERP.
Q: Is the School's Standard Operating Procedures (SOP) in place?
80 70 60 50 40
Series1
30 20 10 0 Yes
No
In this all of the schools were having their own standard operating procedures, so they don‟t want to invite digital campus‟s standard operating procedures. They can handle the SOP with their team of members who were working as higher officials in the schools.
Q: Is the School certified for Quality School Governance ?
80 70 60 50 40
Series1
30 20 10 0 Yes
No
For this question all the schools said same that they are certified for quality school governance. All the schools were certified with government of Andhra Pradesh. There are no any other school left with uncertified with the government.
Q: Is the School open to "Digital Campus" solution?
70 60 50 40 Series1
30 20 10 0 Yes
No
Maybe
In this section I have explained everything about digital campus ERP,PRM and management services of the digital campus. If school principal or officials permitted I tried to gave the demos to all of them. After they heard about my presentation many of the schools were not open to digital campus solutions. Only 3 of the schools were able to open the digital campus solutions. In that 13 schools were not sure about digital campus. They may or may not open to the digital campus.
Q: Is the School wants to Advertise in www.digitalcampus.in in India' No.1 Education Portal?
70 60 50 40 Series1
30 20 10 0 Yes
No
Maybe
In this section I have faced a unexpected answers from the school officials. Nobody said yes to advertise their school in the digital campus portal. It causes may be because of the less awareness of the portal. Most of them were said no, very few of them said maybe.
FINDINGS
FINDINGS From the survey, the data obtained and analyzed, the following were the findings:
The schools which were located at the area across Guntur and Krishna districts needs lot of awareness about the functionalities and the efficiency & effectiveness of the ERP.
Most of the schools following the old trend of loading the data in books which was not safer and difficult to find the required data when ever is required.
Digital campus ERP was very much effective than the ERPs using there at the area of Guntur and Krishna districts. It is efficient than the competitors.
Directors and principals of schools were thinking about this is not the right time to purchase in the middle of academics, it is better to start it at the opening of new academics.
In the present scenario of these particular area‟s the parent relationship
management will take some more time to make aware to the parents.
The pricing factor has a little difference from the competitor‟s ERP which is
worth able.
The pricing factor is negotiable is a competitive advantage.
As per my analysis this could create the best sales in Guntur and Krishna district with engineering colleges. All the colleges were wi-fi enabled campuses which students can only use for other aspects which are other than college issues and sites.
Technical students and colleges had a dream to have this kind of technology within their campus.
SUGGESTIONS
SUGGESTIONS
Digital campus required a small team in the area of Guntur and Krishna to expand the sales and services.
It was very much necessary to meet the school officials at the time of February to may because all the school‟s fee structure can be designed according to the
expense. So that they can plan according to the technology which has to be invented.
More advertisement was required to create awareness.
Better to contact school committee members in towns and cities where ever the schools placed in a bigger group and try to arrange a meet with those members.
Need to make a survey with the parents at the outside of school campus with the better explanation about PRM and get the feedback from them.
This feedback will reviews that if schools having such kind of technology parents would be very much happy.
Then show the feedback review to the school off icial‟s that parents encourages such kind of technology and that result make officials to buy the ERP.
RECOMMENDATIONS
RECOMMENDATIONS
In line with the conclusions cited above it is recommended that educational institutions need to manage the resistance of employees towards the introduction of software through employee engagement, involvement in implementation, education and training about its corresponding benefits that are likely to accrue in near future.
It is also strongly recommended that organization should ensure that the institutions that intend to implement ERP need to get actively engaged in system study with the vendor so that software is developed as per the needs of the organization.
It is also suggested that ERP needs to be implemented module wise by implementing pilot projects in select department so that software is customized in a timely manner before its full fledged organization wide implementation.
CONCLUSIONS
CONCLUSIONS Although almost all respondents perceived that the effectiveness and efficiency of operations of educational institution would improve significantly through the implementation of ERP yet no clear cut trend was observed with respect to nature of their experience with its implementation. If 10% respondents reported their experience with ERP to be an excellent than other 10% reported it to be worse as well. On an average if respondents reported their experience to be relatively less satisfying and some other respondents reported it to be positive. This clearly signifies that ERP as a tool has a lot of potential but its implementation is not yielding positive result for one and all. On an average the respondents did not agree that implementation of ERP can improve the aspects like: Admissions, Procurement, Supply Chain Management and Customer Relationship Management whereas agreement was reported for facets like: Finance, Human Resources, Academics, Training and Placement and managing of Alumni activities. But the highest impact was perceived to be in the areas of: working of Registrar Office and Administration and Feedback Analysis. The respondents were relatively less confident about impact of ERP on improvements with respect to: Streamlining of different organizational processes and work flows and Improved Customer Service & Satisfaction; but they were more confident about impact of ERP on enhancing: Transparency, Communication of information across various departments and Enhanced Tracking and Forecasting. The reasons like: present business processes have to be re-taught, lack of continuous technical support and ERP system being too rigid way of working were termed as major limitation with respect to implementation of ERP in educational institution whereas surprisingly ERP being expensive was not perceived as that major a limitation. The requirement of active participation of all and need for training and handholding were termed as major problems in implementing ERP in educational institutions. Resistance from Employees was reported as the toughest challenge when respondents were asked to rank the different challenges associated with implementing ERP in educational institution. This is further supplemented by the fact that respondents perceived that software are not exactly as per the needs of the organization as there is lack of in-depth system study by the software providers and then the software which is implemented is not customized in a timely manner. Surprisingly, the provision of training
support from the vendor and cost of acquisition of the ERP system were reported as being the lesser tougher challenges in that order. Hence, we can conclude that implementation of ERP can reap rich dividends if its implementations issues like: managing resistance of employees, executing system study and timely customization of the software as per the needs of the organization is given due attention. It has also been inferred that the cost of acquisition of the software and provision of training support by the vendor are not perceived as major implementation barriers as they are thought to be.
ANNEXURES
BIBLIOGRAPHY
BIBLIOGRAPHY
Marketing Management
Philip Kotler
Principles of Marketing Management
Sherlekar
Retail Sales Management
INC
Marketing Management
INC
Web sites: www.eduberry.com/ www.collegiateproject.com/articles/ERP%20101.pdf www.uprm.edu/cti/docs/patsi/.../Introduction.pdf - Puerto Rico www.erp.asia/erp-industry .asp http://wrd.mydigitalfc.com/news/digital-campus-provide-cloud-services-eastern-india572
QUESTIONNAIRE
Questionnaire for the research 1) Name of the School 2) Address Details 3) Name of Principal E-Mail
4) Management Team Yes or no 5) Key Contact Person 6) Mobile E-Mail
7) Student Strength a)500-700 b)700-1000 c)1000-1500 d)1500 and above : 8) Annual Avg Fee a)8k-10k b)10k-15k c)15k-20k d)20k-30k 9) Type of School a)International b) CBSE 10) No. of Branches a) Only 1 b) 2-4
c)SSC day scholar d) Residential
c) Above 4
11) Is the School using any Software? Yes or no : 12) Details of the Software in terms of Name & Modules 13) Are they satisfied with the Software : Yes or No
14) Is the School's Standard Operating Procedures (SOP) in place? Yes or No 15) Is the School certified for Quality School Governance? Yes or No 16) What are the pressing challenges faced by the School? 17) Is the School open to "Digital Campus" solution? a)Yes b) No c) Not sure 18) Is the School wants to Advertise in www.digitalcampus.in in India' No.1 Education Portal a)Yes b)No c) May
19) Remarks
:
ANNEXURES ARTICLE Digital Campus to provide cloud services in eastern India By Ritwik Mukerjee Aug 20 2012 , Kolkata
In its Endeavour to let the country‟s education sector go green, Hyderabad-headquartered
Digital Campus Services, an integrated management and technology solutions provider for end-to-end solution in schools, colleges and universities, is now moving eastward. The firm has teamed up with BEST US&P Consultants, a Kolkata based one stop sales solution provider, for distribution of the former‟s ERP, CRM and PRM for educational institutions in the eastern India. These solutions promise to make educational campuses go paperless and green. With private sector education business in India expected to reach $70 billion by the end of this year and with an expected growth of 11 per cent in volume and penetration in education and training (as per CLSA-Asia Pacific Market Study), companies like this will have an increasing role to play, Giri Prakash Reddy, chief marketing officer, Digital Campus said. “Mind you the cloud computing market in India is expected to grow over 10 per cent from $400 million to $4.5 billion by 2015 (according to Forrester Research India) and Digital Campus is keen on emerging as the leading and the most innovative cloud computing company in the education space,” he said. The firm is already working with leading academic institutes like Delhi Public School, Oakridge International School to name a few.
CASE STUDIES 1)Queensland University of Technology (QUT)
Located in Brisbane, Australia, Queensland University of Technology (QUT) traces its origin back to 1849, with the establishment of Brisbane School of Arts. Through the years, the institution morphed several times, eventually becoming “Queensland University of Technology” in January 1989. Its original goal was “To strengthen its
distinctive national and international reputation by combining academic strength with practical engagement with the world of the professions, industry, government, and the broader community” (QUT, 2009). This goal has inspired the University‟s dedication to
the education of students, research in a broad range of disciplines, and service to the state‟s citizens. QUT is focused on being „a university for the real world,‟ delivering
relevant and practical courses leading to excellent graduate outcomes. QUT also has a reputation for adopting latest technologies that support their core and supporting functions. QUT is part of a four-campus system and now is home to several national research centers and research institutes supported by government and philanthropic bodies. At present, QUT has approximately 5,000 employees (Full time equivalent). QUT‟s enrolment is approximately 40,000 students who study in the university‟s nine faculties- Built Environment and Engineering, Business, Science and
Technology, Creative Industries, Law, Humanities, Education, Health, as well as QUT International College. QUT‟s annual budget exceeded AU$ 500 million in 2007. FINDINGS This section reports on key findings identified from the case study. While the interviews were far-ranging and insights rich and many, distillation of the evidence surfaced the following six main areas of emphasis: (i) ERP adoption decisions, (ii) ERP selection, (iii) customization procedures, (iv) integration aspects, (v) role of consultants, and (vi) ERP system evaluation at QUT; each of which has been raised in the literature as an important area of interest, and all of which are among the most commonly reported challenges (e.g. Davenport 1998; Shehab et al. 2004; Beheshti, 2006; Grabski and Leech, 2007; Gable et al. 2008).
The Adoption of ERP Systems at QUT
QUT‟s ERP implementation journey starts about 21 years ago when they first
implemented the human resource (HR) components. In 1987, QUT had no automated processes to manage its functions; everything was paperbased. “When I arrived at QUT in 1987, there was neither HR system nor Financials system at based format” (The associate IT director at QUT, Personal all; everything was in paper- based
communication, 8th of September, 2008). The consensus among QUT‟s executives was that the university‟s existing systems
needed to be improved in line with rapid changes in the HE sector. There were also major concerns about being able to grow the university and become more global without integrated systems capability. “In order to deal with the rapid changes in the higher education sector,
recognised that we hadto do something about various v arious QUT‟s systems that used separate databases”
(The associate IT director at QUT, Personal communication, 8th 8 th of September, 2008). QUT decided that they would review the systems for Student Administration, Finance, and Human Resources. The review team consisted of primarily director-level executives and higher-level managers. Their recommendation was that QUT replace its legacy systems with common integrated systems. It was felt that the new system should at a minimum (1) seamlessly integrate QUT‟s Finance, HR and students functions, (2) be dable and (3) have the flexibility to support QUT‟s unique business reliable and affor dable
processes. In the first six months of his appointment, the associate IT director at QUT along with other IS personnel, built an initial prototype based on QUT requirements. However, QUT‟s top management had come to the view that developing a new system from scratch was not an option. Though the IT services department had been in charge of setting up and maintaining different simple business packages in the past, it had never developed any of these. “QUT‟s top management decided that this was not the place to be building Greenfield applications for the university and it should go out to tender and find a partner…” (The associate IT director at QUT, Personal communication, 8th of
September, 2008). QUT came to realize that all of their requirements might be met by one particular type of package: ERP software. It was acknowledged that the implementation of ERP software would entail a substantial initial cost, yet QUT decision-makers were confident it would yield compensating benefits across time. Whether to implement a standard ERP software packages from a single vendor, or select „best-of- breed‟ breed‟ modules from across multiple
vendors, is a common decision at the early adoption phase of an ERP implementation. Another decision is, what modules to implement and when; organizations need not implement the full range of ERP functionality simultaneously (e.g. Miranda, 1999; Light, 2001; Shehab et al. 2004). Some organizations prefer to use a mix of ERP modules and legacy modules because they are unwilling to change their implicit business model (Light, 2001), and concomitantly, they are reluctant to change the source code of the ERP module (customization) to fit their business needs. This mixing of modules is called the best-of-breed approach, whereby the organization chooses to mix and match various software modules from different vendors, often in combination with legacy modules. Best-of-breed offers organizations more choice and flexibility with functionality, but can complicate integration and implementation (Miranda, 1999). “When we went out to tender we couldn‟t find one that had the student, finance, the HR, and all of the systems
we needed at that time. As a result of that, we decided to go best-of-breed... use ALESCO as the preferred HR, use Oracle Financials as the preferred financial system and build the student system because it was not available. The strength of the best-of-breed approach is you get the richest functionality in each of the areas you are looking at.” (The associate IT director at QUT, Personal Communication, 8th of September, 2008). Broadly, QUT first looks to packaged ERP solutions whenever new or revised IT functionality is required. QUT sees in-house development as a risk and expense, and opts for best-of breed solutions, recognizing that it will take time to realize overall net benefits. benefits.
ERP System Selection at QUT
The deployment of an ERP system entails two main issues, selection and implementation. ERP selection is a critical process (Hedman and Borell, 2004). According to Davenport (1998), organizations often fail to consider whether the chosen system will fit their overall business processes and enable them to avoid or at least minimize software customization. It is important that the selected ERP package fit organisational needs, and support the organisation‟s business processes (Beheshti, 2006). Thus, a detailed requirements specification for ERP software selection will increase the probability that the ERP system will meet the organisation‟s requirements and support the newly redesigned operational processes (Grabski and Leech, 2007). The various selection criteria for ERP systems are well-documented (e.g. Siriginidi, 2000; Chen, 2000). In example, Siriginidi (2000) suggests several factors to consider when selecting an ERP system, including: the stability and history of the ERP vendor, vendo r, last 12- month track record of ERP sales, implementation support from the vendor, and improvement in ERP software packages.
QUT set up a cross-functional team in early 1988 to select an ERP package. This team consisted of director-level executives, managers and selected operational staff from the different business areas. The selection team commenced collecting the necessary information on which top management could base a sound decision for a particular package. In particular, they wanted to understand how well the various systems could support QUT‟s needs and what resources (e.g. time, money and expertise) it would take to install them. Several ERP packages were evaluated in depth. Representatives from the various business areas participated in walkthroughs of specific modules, and the selection team also visited several different vendors‟ customers. The strengths and weaknesses of each package were mapped into an evaluation matrix, including: the vendor reputation, the stability and history of the ES vendor, previous record of ERP sales, implementation support from the vendor, and improvement in ERP software packages. Though QUT paid attention to all of these factors, their ability in the late 1980‟s to be selective was constrained by the then limited market offerings. Back in 1988, given the relatively recent interest from Universities in packaged ERP solutions (e.g. compared to the manufacturing sector) and the concomitant relatively recent interest from ERP vendors in the sector (a chicken-and-egg scenario), it is not surprising that few full-scale solutions were available, and those available yet evolving. In these circumstances, it is reasonable to assume that most University‟s application portfolios included some mix of packaged and custom cu stom systems. It is also relatively more likely in these circumstances that ERP solutions will be best-of-breed (BoB), whereby client organizations (universities) selectively choose different modules from different vendors, as the various major vendors and more established (in this sector) niche vendors jostle for position (no single solution solution having achieved ascendance). In regards to the ERP HR component, for example, it was resolved that QUT would adopt the „ALESCO‟ HR system: “When QUT selected its systems, look at the functional requirements we want to
fulfill, compatibility with existing systems and previous implementations in other go back to the 1980‟s 1980 ‟s there were few options that we considered, organizations… If you go back Oracle was one of these options, but because Oracle didn‟t have their own HR product at that time, they recommended ALESCO HR product,.... This system was built on Oracle relational database. So that influenced our decision to which HR system to select, and since 1990 we are using Alesco product as our HR/Payroll systems.”
(The associate IT director at QUT, Personal Communication, 3rd of o f March, 2009). The established international client base and the perceived fit with requirements were central considerations in QUT‟s choice of Oracle Financials, for example, in 1995.
“Oracle Financials was the one selected in those early days and there would‟ve been 8 or
9 universities that went that way and implemented Oracle Financials, there were a number of different organizations including universities overseas using Oracle Financials and that was one of the main reasons we went there. In fact, we found Oracle Financials set to be a str ong fit with our needs.” (The associate IT director at QUT, Personal Communication, 3rd of March, 2009). Thus, at QUT systems selection is a result of careful research. They review in detail their functional requirements, what the vendor systems can offer, vendor reputation and compatibility with existing systems, when making systems selection decisions. Additionally, Best-of-breed ERP Systems implementations were seen and treated as, a long term investment.
ERP System Customization at QUT
Like other organizations, Universities must decide how much customization should be done to the ERP system for it to fit the organization‟s needs, or conversely, to what extent the University should change its practices to suit the so-called „best practices‟ of the ERP
(Corn ford and Pollock, 2001). One approach to implement an ERP system is to customize the ERP system package to fit the existing business processes (Shehab et al. 2004). However, customization of the ERP software package should be avoided or at least minimized in order to achieve the full benefits of the ERP system (Light, 2001; Bajwa et al. 2004). ERP system customization can increase the project time, introduce new bugs into the system, and complicate future upgrades to new versions from the vendor (Shehab et al. 2004). According to Davenport (1998), ERP systems are based on “best business practices” which are “defined structures of doing business operations” that
the implementing organization can choose to exploit. Further, Lozinsky and Wahl (1998) claim, ERP vendors promote these packages as having “Universal Applicability”. These views argue for adapting the organization to the ERP. However, (Cunningham et al, 1998) observe that ERP design assumptions do not always fit with university operations. Heiskanen et al, (2000) concur with Cunningham et al.and suggest that industry best practice standards in ERP packages are inappropriate for universities, due to the unique and impossible-to-model structures and decision-making processes that most of these institutions possess. Historically, QUT had done much custom development in parallel with running packaged software (workarounds, as QUT did not have access to package source code).
“We got a lot of customizations done for our various systems ... but the l ast thing you want is too many Customizations; it makes your life a nightmare”
(The IT manager of BEIMS, Personal Communication, 4th of Novermber, 2008). With the ERP implementations, QUT sought to move away from customisation, and work with the vendor to modify the generic package whenever possible. While this did incur a cost, it minimized errors and also eased upgrades. “We‟re starting to move away from custom development because every time we go through an upgrade or the vendor releases a new version you‟ve got to get all your custom work checked out and it‟s an additional load. Nonetheless, if we do need any
custom modules or something is done a bit differently for QUT, we now try to work with the vendors themselves, so that they will actually develop a custom module or form for us and therefore when we do an upgrade they take on that responsibility. We pay obviously each time but we‟re not breaching or risking that we‟re doing something wrong. If we ran something that broke or didn‟t work or caused a pr oblem elsewhere because we wrote it, then it would be our responsibility, whereas if they‟ve written it they will make sure their local customizations work at QUT.”
(The IT manager of ALESCO HR system, Personal Communication, 24th of Novermber, 2008). Sometimes the changes QUT requested ended up a core feature of the systems‟ next version. “For example, to be able to see your payroll pay slip online and on time was properly done several years ahead of the vendor doing it in their own core product. The reason is, we saw this functionality as of strategic importance and a differentiator for QUT. But it has equally been our strategy to do the work and then to expose the work that we have done to the vendor, with the attitude of the vendor then taking that on and incorporate it in their own core product and we have therefore no longer required maintaining it, they will maintain, let them take this lead. So we do the research and development and in fact we do the production and Go Live with it for a period of time, then the vendor will pick the idea up and incorporates it in their own core product but we are no longer required to maintain it or pay the vendor to maintain it for us.” (The associate IT director at QUT, Personal Communication, 3rd of December, 2008). Another example is the Building and Engineering Information Management System (BEIMS), a facilities management system that supports corrective maintenance work orders and maintenance and capital works project activities, which was implemented at QUT in 2005. QUT was one of the first universities to implement BEIMS and the system required much customization to fit QUT‟s needs. These customizations eventually
became core functionality of the basic BEIMS system, as the vendors saw that a product with such features would be valued by other universities.
“As a large multi-national client, QUT have some influence over the direction of the software. So you can actually influence how they‟re going, … what we‟d really like is a lot of these customizations rolled into the core system eventually, and there‟s a process
that we go through. Like for instance one of the projects was built specifically for QUT, but the vendor is finding that it‟s of use at other universities, so that will become shortly core functionality in their core product.”
(The IT manager of BEIMS, Personal Communication, 4th of Novermber, 2008). More recently, QUT has been regularly, strategically co-developing new functionality with the vendors, and if the vendor is not interested or capable of developing such features (for whatever reason), QUT has joined forces with other HEIs and Government bodies to develop software functionality that addresses QUT‟s needs. “However, in recent times, once we have proven that we are good at what we are doing,
what we are trying to do now is not to create new functionality by ourselves, but creating them in partnership with the vendors. So that has not been something that just happened by accident, it has been our strategy that we have had in place. So any good idea that we have here at QUT, explore it, unpack it, determine what it is, get out to other universities to support it, and when there is sufficient support then the vendor will do something about it. If the vendor does not want to build it at their own cost, then look at how to share it amongst the universities; each university wants to have this new idea can contribute, or we may get the Federal Government to fund it; we have done both, and we have been very successful.” (The associate IT director at QUT, Personal Communication, 3rd of December, 2008). QUT‟s view on customization contradicts in some sense the conventional wisdom that
organizations should adopt vanilla (un-customized) ERP and adapt the organization to the implicit „best practices‟ (Davenport, 1998; Markus et al, 2000; Koch, 2001). QUT is convinced there is value in periodically seeking to adapt the system to their specific needs, then and manage customization strategically. They try to get the vendor to manage the customization so that ongoing maintenance and upgrade of the changes is the vendor‟s responsibility. QUT exerts its influence to make their customization requests
standard features in future versions. They lobby with other HEIs of the region for these changes, and when the vendor does not oblige, QUT uses their network of HEIs to jointly built software that fits their common needs.
ERP Systems Integration at QUT
According to a Deloitte and Touche‟s survey (as cited in Al-Mashari et al., 2003), one of
the main intangible benefits of ERP systems is their ability to provide tighter integration across different business functions. ERP are based in an organization-wide, processoriented design (Al-Mashari et al. 2003), which must be tightly integrated into an organization‟s daily operations to achieve full benefit from the system. Moreover, the
integration of organization-wide data is essential to ensure the successful implementation of an ERP system (Somers and Nelson, 2001). If successfully implemented, ERP systems can provide seamless integration of processes across functional areas with improved workflow, standardisation of various business practices and access to real-time up-to-date data (Mebert et al., 2003; Ehie and Madsen, 2005). However, as suggested earlier, a best-of-breed approach has limitations, an obvious potential complication being integration of different vendors‟ modules and legacy
modules. “... So, systems integration is working well at QUT, but I’m not totally satisfied as a number of our systems are still using batched or cycling run integration rather than using real-time integration.”
(The associate IT director at QUT, Personal Communication, 3rd of March, 2009). For example, the business manager of the Archibus/FM system, a space management system that creates and maintains accurate and up-to-date records of all buildings and current usage at QUT, which was implemented atQUT in 2000, stated that: “I believe, from my point of view that the way our systems are integrated i s working nicely. However, the integration can be done better; what we really would like to see is a real-time or immediate integration between the various systems.”
(The business manager of Archibus/FM, Personal Communication, 6th of November, 2008). The business manager of BEIMS said: “You‟ll find that QUT is the only university where BEIMS is actually talking or
integrated with Archibus system. Also, BEIMS is integrated with our Oracle Financials system. Even though I think that the integration process between these systems can be done better, but I believe that our integration process is running smoothly.”
(The business manager of BEIMS, Personal Communication, 4th of Novermber, 2008). Also, the business manager of the Syllabus Plus, a system that prepares QUT‟s class and examination timetables, which was implemented at QUT in 1998, said: “Syllabus Plus is actually integrated with many systems at QUT, ERP packages and in house built applications, which make the integration between these systems a bit
problematic. However, QUT in moving towards improving the entire integration processes between its systems.”
(The business manager of Syllabus Plus, Personal Communication, 6th of November, 2008) This discrepancy might be a result of QUT‟s choice for selecting multiple systems through their best-of- breed strategy, however it is not a decision that QUT regrets “As I said before, QUT had chosen to go with the best-of-breed. The main difference between the bestof-breed approach and an ERP suite is that when you buy Oracle-PeopleSoft or TechOne suites, for example, someone else has done the integration for you or at least has done some amount of the integration for you. However, the strength of the best-of breed approach is you get the richest functionality in each of the area you are looking at, but the problem with that you then need to do your own integration. (The associate IT director at QUT, Personal Communication, 3rd of March, 2009). The IT manager of Syllabus Plus and Archibus/FM commented on systems integration: “QUT have implemented different applications from different vendors. So, it‟s actually QUT‟s business to manage the integration, which most of the times built in-house by internal staff.” (The IT manager of Syllabus Plus and Archibus/FM, Personal
Communication, 6th of November, 2008) The associate IT director at QUT commented on systems integration at QUT by saying: “...When we started, the systems were completely separate and here was nothing in
between. It then decided that we want the systems integrated. So this was the first stage of our integration process, where, for example, the Payroll system is interfaced with the Financials system. The second phase of the integration process we followed, is that you want the integration to be a bit more active, and therefore instead of interfacing the systems; you actually have some form of a tool, that‟s called a transformational tool, that allows to perform the integration in an active way. We‟ve bought a product called Constaller Hub; it‟s a tool that you can run nightly, hourly or every five minutes, to
achieve that kind of integration, we have been using this product for more than five years”
(The associate IT director at QUT, Personal Communication, 3rd of March, 2009). The associate IT director at QUT gave more examples in regards to systems integration at QUT, including: “As part of the new student implementation, we‟ve decided that batched or cycling run
integration is not sufficient. For example, if a student just got his student card, he expects that all the systems should recognize him as a student, so he wants to go to the library and borrow a book, that implies that you have real-time integration as an oppose to cycling run integration. So, QUT have decided to implement the real-time integration. We have
purchased a Service Oriented Architecture (SOA) that uses Web services system from Oracle after careful consideration and evaluation. Now every touch point with our new student system will run Web services both ways to communicate with that system.” (The associate IT director at QUT, Personal Communication, 3rd of March, 2009). Systems integration at QUT is an area that needs improvement. They acknowledge that this is predominantly a result of their best-of-breed software selection strategy. However, QUT is looking at means to better improve system integration and have dedicated projects/ resources working on this issue. The Role of Consultants at QUT
Consultants often play an essential role in ERP system selection, customization and integration. ERP implementation consultants must be familiar with the business process capabilities of the software products being implemented, and must be able to align those capabilities with the desired business process requirements of the implementing organization (Frye et al ., 2007). Bingi et al. (1999) argued that one of the main challenges organizations face when implementing ERP systems is the use of external consultants and integration of their knowledge with the organization‟s experience. Markus and Tanis (2000) suggest that ERP system consultants are a key player in each phase of their four-phase ERP implementation framework. Nevertheless, the literature reveals examples where the consultant‟s involvement has
been questionable. FoxMeyer Drugs, a large pharmaceutical distribution corporation, went bankrupt in 1996 and lost a US$ 500 million lawsuit against SAP and the consulting firm (Davenport, 1998; Ehie and Madsen, 2005). In their study of four ERP implementations in UK universities, Allen and Kern (2001) found that the ERP projects placed the universities in complex relationships with ERP vendors and implementation consultants. In Australia, RMIT in Melbourne have almost reached breaking point, while other universities are engaging in legal actions against the vendors and consulting companies (Gilbert, 20004). The associate IT director at QUT commented on the role of consultants at QUT: “There is a difference between QUT‟s mode of implementation and other universities. We never really relinquish control of our projects, we didn‟t bring consultants in to tell us what to do; we employed consultants to supplement where we don‟t have the required
expertise. But the authority, the project management, the control points and the governance points of any project are kept under QUT‟s control. So if you look at a whole
project and you say we have enough expertise here we can do that, and we have enough
expertise in here to do that, but in this area we don‟t have the expertise or we don‟t have
the people to do the appropriate work, then we ask how can we supplement that? So we are always supplementing where don‟t have the required expertise as oppose to bringing an implementation partner who says you don‟t kno w what to do, so follow my lead....”
(The associate IT director at QUT, Personal Communication, 3rd of March, 2009). QUT takes pride in its in-house capabilities seeking consultant input only where QUT lack the required skills, expertise or experience. The consultants‟ task and expected
deliverables are made clear upfront and are managed throughout. QUT believes this approach to engaging consultants allows QUT to maintain control, ownership, and championship of the project. ERP systems Evaluation at QUT
Investments in contemporary Information Systems (IS), such as ERP, are particularly complex and costly, warranting close scrutiny (Markus et al., 2003). Executives worldwide consider the evaluation of IS investments as a key issue (Thatcher and Oliver, 2001). Gable et al., (2008) suggest value from methodical evaluation of IS and their impacts on both the organization and individuals; to justify their value and contribution to the productivity, quality, and competitiveness of the organization. Assessing the impacts of ERP systems is difficult (Kim and Kim, 1999), as the impacts of ERP systems are often indirect and influenced by human, organizational, and environmental factors (Petter, DeLone, and McLean, 2008). Yet DeLone and McLean have argued since (1992: 61) “if information systems research is to make a contribution to the world of practice, a well-defined outcome measure (or measures) is essential.” Given the size of ES
investments and uncertain related benefits (e.g Knowles et al., 2000) there is need for an economical and valid approach to the measurement of their impacts (Shang and Seddon, 2000; Gable et al., 2008). QUT, like many other organizations, do not employ a systematic approach to evaluate the success of systems they deploy. When asked “Is there any procedure or method to evaluate the impacts of the systems you are using?”, the responses across several QUT
managers (i.e. The business manager of Syllabus Plus, the business manager of BEIMS, the business manager of Archibus/FM and the business manager of ALESCO) were similar. E.g. “Actually no. we are not using any method to evaluate our systems. As long as we don‟t hear any complaints from the systems‟ users; then we believe that the sy stem is working well”
(The business manager of Syllabus Plus, Personal Communication, 13th of February, 2009). Nonetheless, the business manager of Syllabus Plus further stated “We are keen to measure the impacts of our systems if there is a well-defined approach” (The business manager of Syllabus Plus, Personal Communication, 13th of February, 2009).The business managers of BEIMS, Archibus/FM and ALESCO responded similarly. Broadly, like most organizations, QUT does not effectively evaluate their ERP implementations post-systems deployment, but sees the need for and value from doing so. The main hindrance they report is the lack of a systemic and economical evaluation method. The interviewees also pointed to the diverse and sometimes unique stakeholders in relation to ERP systems at HEIs, and the need to identify these stakeholders and know who to canvass when a system is evaluated. 2) University of Wisconsin-Superior (UWS) Organization: UWS is a small liberal arts college of 2,700 students. It is one of 13
schools in the University of Wisconsin. Legacy: UWS used a Unisys mainframe for registration, grading, billing, degree auditing,
and direct lending. It was proprietary, phone based, only used by faculty and staff, and didn‟t support the demand for web based services and reporting.
Project: UWS initiated a three year project from 1998 to 2000 to replace the Unisys
mainframe with an ERP system. It involved approximately 20 people for three years at an estimated project cost of $5 million. Technology: UWS used PeopleSoft‟s Admissions, Student Records, Student Financials,
and Financial Aid Modules. It also used FirstLogic to format addresses to minimize the entry of redundant student records. Functions: UWS automated recruiting, admissions, schedules, registration, grades, fees,
payments, grants, loans, and lending. Issues: PeopleSoft requires large scale business process reengineering, PeopleSoft
requires a decision to customize it for legacy business rules or adapt its business rules, customized software requires high maintenance costs, PeopleSoft‟s data entry is cumbersome, PeopleSoft is comprised of a large number of confusing screens, PeopleSoft requires rigorous data cleansing, PeopleSoft requires validation of
information from a large number of reports, PeopleSoft‟s reports are not easily customizable, PeopleSoft requires significant organizational change, it‟s easy to insert but not remove redundant student records, PeopleSoft has no built in features for Identifying and resolving redundant student records, PeopleSoft timestamps student records causing perceived redundancies and operational issues, PeopleSoft requires the creation of large data sets to initialize its database, some of the default PeopleSoft text messages are vague and ambiguous, PeopleSoft customizations must be thoroughly regression tested after vendor updates, universities must establish a testing team for all vendor releases, universities must maintain synchronized configuration management of all hardware assets, staff and end user training is required for vendor releases, and ERP projects increase employee attrition.
Benefits: PeopleSoft integrates student records, has a web based interface, enforces all
prerequisites during registration, provides global access to all university data, results in fewer administrative staff positions, empowers students to perform their own administrative tasks, enables easier degree auditing and student advising, enables faculty and staff to create their own customized reports, and encourages a paperless environment. Lessons: Plan for business process reengineering before implementing PeopleSoft, be open minded and adapt PeopleSoft‟s business rules rather than customization,
communicate effects of significant organizational culture change, get familiar with PeopleSoft‟s report formats, design procedures to identify redundant student records,
institute cross training to minimize effects of employee attrition, hire data entry personnel, and market the benefits of PeopleSoft to faculty and staff.
3) University of Massachusetts (UMASS) Organization: UMASS is a medium sized university consisting of 70,000 students,
22,000 employees, and five campuses. It has an annual $1.3 billion operating budget and $806 million payroll. It has campuses in Amherst, Worcester, Lowell, Boston, and Dartmouth, Massachusetts. It also had a sixth main location for the university president‟s office. Legacy: UMASS had a mainframe operating at each of their five campuses, which was
used for human resources and financials. Each campus had its own information technology staff and had experienced three separate ERP failures throughout the 1990s. There was also a sixth mainframe at the university president‟s office, which was not at
one of the five main campuses. Project: UMASS initiated a three year project from 2000 to 2003 to replace the separate
mainframes with an ERP system. It involved nearly 40 people for three years at cost of $10 million. Prior to the initiation of the centralized ERP project, each UMASS campus had its own project team, governance model, database requirements, modifications, consultants, budgets, and timelines.
Technology: UWS used PeopleSoft‟s Human Resources, Financials, and Student
Modules. It also used WebCT to help students with communications, assignments, courses, and tracking. Functions: UMASS automated and integrated human resources, financials, and course
management. Issues: The oversight committee had long deliberations, notenough time was spent planning the project, project resources were constantly in peril, end users weren‟t
involved, internal staff positions were filled late in the project, the use of multiple consulting firms was clumsy, the project staff didn‟t stay focused, the project team
struggled with university governance, UMASS relied on too many project heroes, UMASS held too many meetings, project plans frequently weren‟t in place, testing was too late and insufficient, database implementation was problematic, end user expectations weren‟t properly managed, and support processes weren‟t developed early enough.
Benefits: The ERP project resulted in shared implementation and maintenance costs,
shared technology infrastructure, increased coordination and communication between campuses, and standardization of university business processes. Lessons: Identify a list of issues, develop an oversight committee, stay focused on the
planned schedule and activities, centralize the implementation team, get commitment from university leadership, facilitate cooperation between campuses, obtain buy in from university leadership and project team, communicate effectively with consultants, use good decision making at project and executive levels, rigorously track project issues, create a solid testing team, implement effective change management, build the project team early, use good project management discipline, develop an issue management process, keep processes focused, use good project communications, manage expectations early, get buy in at all levels, and create an effective model for corporate governance and oversight.
4) Wisconsin Technical College System (WTCS)
Organization: WTCS is a technical vocational college system comprised of 460,000
students, 15,000 employees, and 16 campuses. Legacy: WTCS primarily used IBM S/390 mainframes for payroll and student records.
The legacy systems were not year 2000 compliant and maintenance of the custom software systems at the 16 colleges was highly problematic. Redundancy, duplication, and waste were rampant among the colleges. And, they could not keep up with frequently changing state regulations and requirements. Project: WTCS initiated a four year project from 1997 to 2001 toreplace 11 of 16 IBM
S/390 mainframes with an ERP system. The 11campuses were divided into four subprojects representing four vastly different cultures as a risk mitigation strategy. The
four subprojects consisted of more than 80 people for four years at an estimated cost of $20 million. Technology: WTCS used PeopleSoft‟s Human Resources, Financials, and Student
Administration Modules. The PeopleSoft modules were hosted on Windows NT and Microsoft‟s SQL Server. WTCS also used Cabletron‟s spectrum network management
system. Functions: WTCS automated and integrated accounting, human resources, timekeeping,
grading, registration, and student records tailored to the business rules of the four subcultures. Issues: Eleven of the campuses could not agree on a single set of business rules, each of
the subprojects were six to eight months behind schedule halfway through implementation, one of the four groups lost six months in contract negotiations with ERP consultants, one group lost key staff due to attrition, employees were asked to perform their regular jobs as well as support the ERP project resulting in 70 hour work weeks, timekeeping formulas varied widely between organizations and vendors, contract negotiations delayed project implementation, PeopleSoft‟s business rules were designed
for four year colleges versus technical vocational colleges with open enrollment, and poor network performance completely demoralized the staff. Benefits: The ERP project resulted in web access to all student records, replacement of
custom legacy systems with off the shelf solutions required less internal software maintenance effort, WTCS reduced the number of disparate systems from eleven to four, and payroll staff requirements were reduced by 50%. Benchmark potential ERP solutions against other universities, develop platform selection guidelines, develop unique ERP systems for major organizational subcultures, obtain buy in from key stakeholders, develop an inclusive process for choosing ERP vendors, work out a plan for evaluating vendors, solicit demonstrations from candidate ERP vendors, sponsor multiple rounds of vendor demonstrations for down selection, train supervisors to use the new ERP system and let them conduct informal peer training, select qualified ERP consultants, develop an incremental ERP module implementation plan, develop a data conversion plan, allow some schedule relief if employees become over allocated, identify key business rules that ERP vendors can and cannot support, hire temporary workers for data entry, and develop network management plans to optimize system performance. Lessons:
Strategy Analysis Strategy Process. UWS, UMASS, and WTCS formed strategic planning teams,
scheduled team interactions, constructed planning scenarios, formulated strategic visions, constructed strategic plans and constructed operational plans described by Betz (2001). Decisions to implement ERP systems at all three schools were driven by formal and semi formal strategic planning teams consisting of the uni versity‟s presidents, boards of trustees, or top level steering committees. UMASS had the most formal process. Strategy I mplementation. UWS, UMASS, and WTCS followed the new venture path, first mover path, dominant player path, and diversification path described by Betz (2001). All three universities modernized their infrastructures using state of the art platforms, operating systems, commercial tools, enterprise systems, and web services when these technologies first emerged. WTCS, UWS, and UMASS began in 1997, 1998, and 2000, respectively. Strategic Business Models. There is some evidence that UWS, UMASS, and WTCS formulated alternative strategic models, constructed strategy policy matrices, selected robust strategic models, and formulated strategic policy matrices described by Betz (2001). However, only UWS, the smallest of the schools implemented a formal and rigorous process for formulating strategic business models to evaluate alternative strategies. Strategy Planning Scenarios. UWS, UMASS, and WTCS formed planning scenario teams, divided them into societal teams, used external experts to assist societal groups, prepared forecasts, presented scenarios to executives, modified planning scenarios, extracted strategic issues, and constructed strategic models described by Betz (2001). All three schools formed cross functional teams to integrate the views of their major functions. WTCS showed evidence of forming strategy planning scenario and societal planning teams for each of their four subcultures. Strategic Management I mplementation. UWS, UMASS, and WTCS established strategic processes, trained personnel in strategic thinking, linked strategic planning to annual budgeting, and implemented strategic change described by Betz (2001). These were institutes of higher education and were governed by state level regulations and oversight functions. So, all three schools had processes for strategic management implementation and linked their ERP implementations to annual budgeting. Strategic Planning. UWS, UMASS, and WTCS chose strategic planning formats, used concise strategic plans, used plans to monitor progress, devised risk mitigation strategies, and developed change management procedures described by Betz (2001). All three schools formed strategic plans and rigorously tracked ERP implementation progress.
